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Long-Lasting Conceptual Change in Science Education: The Role of U-shaped Pattern of Argumentative Dialogue in Collaborative Argumentation
Meaningful learning for conceptual change in science education should aim to help students change their existing misconceptions to develop an accurate understanding of scientific concepts. Although collaborative argumentation is assumed to support such processes, its value for conceptual change is u...
| Autores principales: | , , |
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| Formato: | Online Artículo Texto |
| Lenguaje: | English |
| Publicado: |
Springer Netherlands
2021
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| Materias: | |
| Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8593386/ https://www.ncbi.nlm.nih.gov/pubmed/34803230 http://dx.doi.org/10.1007/s11191-021-00288-x |