“Learn to Argue” and “Argue to Learn”: meta-analysis of effective instructional design for online scientific argumentation activities
Author:
Affiliation:
1. Faculty of Education, Beijing Normal University, Beijing, People’s Republic of China
Publisher
Informa UK Limited
Subject
Computer Science Applications,Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/10494820.2023.2205904
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