The intertwined effect of collaborative argumentation and whole-class talk on the process of scientific concept learning : a case tor study

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dc.contributor.authorLarraín, A.
dc.contributor.authorFreire, Paulina de la Jara
dc.contributor.authorGrau Cárdenas, Valeska Valentina
dc.contributor.authorLópez, P.
dc.contributor.authorMorán, C.
dc.date.accessioned2020-12-10T22:42:20Z
dc.date.available2020-12-10T22:42:20Z
dc.date.issued2019
dc.format.extent21 páginas
dc.fuente.origenConveris
dc.identifier.doi10.1016/j.lcsi.2018.07.005
dc.identifier.issn2210-6561
dc.identifier.urihttps://doi.org/10.1016/j.lcsi.2018.07.005
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/49564
dc.language.isoen
dc.nota.accesoContenido parcial
dc.pagina.final21
dc.pagina.inicio1
dc.revistaLearning, Culture and Social Interactiones_ES
dc.rightsacceso restringido
dc.titleThe intertwined effect of collaborative argumentation and whole-class talk on the process of scientific concept learning : a case tor studyes_ES
dc.typeartículo
dc.volumenVol. 22
sipa.codpersvinculados10537
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