Cognition and instruction

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  Año 1997, Vol. 15, Número 3

  • Effects of Dyadic Interaction on Argumentive Reasoning

    Mark Felton, Deanna Kuhn, Victoria Shaw

    págs. 287-315

    

  • Effects of Dyadic Interaction on Argumentive Reasoning

    págs. 287-315

    

  • Teaching for Understanding: A Study of Students' Preinstruction Theories of Matter and a Comparison of the Effectiveness of Two Approaches to Teaching About Matter and Density

    Lorraine Grosslight, Deborah Maclin, Helen Davis

    págs. 317-393

    

  • Teaching for Understanding: A Study of Students' Preinstruction Theories of Matter and a Comparison of the Effectiveness of Two Approaches to Teaching About Matter and Density

    págs. 317-393

    

  • Seeing the Problem: An Explanation From Pólya

    Gaea Leinhardt, Baruch B. Schwartz

    págs. 395-434

    

  • Seeing the Problem: An Explanation From P"lya

    págs. 395-434