Article ISI SCOPUS
RESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION  (2018)

More is not necessarily better: curriculum materials support the impact of classroom argumentative dialogue in science teaching on content knowledge

Larrain, A.; Howe, C.; Freire, P.

Keywords: science learning, effect, classroom argumentation, argumentation skills, dialogic.

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Título según WOS: More is not necessarily better: curriculum materials support the impact of classroom argumentative dialogue in science teaching on content knowledge
Título según SCOPUS: ‘More is not necessarily better’: curriculum materials support the impact of classroom argumentative dialogue in science teaching on content knowledge
Título de la Revista: RESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION
Volumen: 36
Número: 3
Editorial: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Fecha de publicación: 2018
Página de inicio: 282
Página final: 301
Idioma: English
Financiamiento/Sponsor: FONDECYT 11100181
DOI:

10.1080/02635143.2017.1408581
Notas: ISI, SCOPUS - WOS/ISI