Developing deep learning in science classrooms: Tactics to manage epistemic uncertainty during whole‐class discussion
Author:
Affiliation:
1. Division of Teacher Preparation Mary Lou Fulton Teachers College, Arizona State University Tempe Arizona USA
Publisher
Wiley
Subject
Education
Link
https://onlinelibrary.wiley.com/doi/pdf/10.1002/tea.21693
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1. Predicting Components of Argumentative Writing and Achievement Gains in a General Chemistry Course for Nonmajor College Students
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4. The Many Meanings of Uncertainty in Illness: Toward a Systematic Accounting
5. Argumentative Interactions and the Social Construction of Knowledge
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