Counter-Arguing During Curriculum-Supported Peer Interaction Facilitates Middle-School Students' Science Content Knowledge

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dc.contributor.authorLarraín, Antonia
dc.contributor.authorFreire, Paulina de la Jara
dc.contributor.authorLópez, Patricia
dc.contributor.authorGrau Cárdenas, Valeska Valentina
dc.date.accessioned2020-11-25T17:34:35Z
dc.date.available2020-11-25T17:34:35Z
dc.date.issued2019
dc.format.extent30 páginas
dc.fuente.origenConveris
dc.identifier.doi10.1080/07370008.2019.1627360
dc.identifier.issn0737-0008
dc.identifier.issn1532-690X
dc.identifier.urihttps://doi.org/10.1080/07370008.2019.1627360
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/49071
dc.issue.numeroNo. 4
dc.language.isoen
dc.nota.accesoContenido parcial
dc.pagina.final482
dc.pagina.inicio453
dc.revistaCognition and Instructiones_ES
dc.rightsacceso restringido
dc.titleCounter-Arguing During Curriculum-Supported Peer Interaction Facilitates Middle-School Students' Science Content Knowledgees_ES
dc.typeartículo
dc.volumenVol. 37
sipa.codpersvinculados10537
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