A neurocognitive perspective on current learning theory and science instructional strategies
Author:
Affiliation:
1. Columbia University, Biological Laboratories, Lamont‐Doherty Observatory and Mathematics and Science Education, Teachers College, New York, NY 10027, USA
Publisher
Wiley
Subject
History and Philosophy of Science,Education
Link
https://onlinelibrary.wiley.com/doi/pdf/10.1002/%28SICI%291098-237X%28199701%2981%3A1%3C67%3A%3AAID-SCE4%3E3.0.CO%3B2-%23
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1. Neurocognitive Models of Information Processing and Knowledge Acquisition
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