Scientific argumentation and the promotion of conceptual changes
Argumentative practices are central to science education due to their ability to foster students' understanding of scientific concepts, and to eliminate alternative frameworks. In addition, conceptual changes are likely to occur when deeper cognitive processing is required, especially when stud...
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| 主要な著者: | , , , |
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| フォーマット: | 論文 |
| 出版事項: |
Serials Publications
2016
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| 主題: | |
| オンライン･アクセス: | http://eprints.utm.my/id/eprint/74157/ https://www.scopus.com/inward/record.uri?eid=2-s2.0-84973548535&partnerID=40&md5=0a0626ca555e77893a33541aacfbcf61 |
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