Using Variation Theory with Metacognitive Monitoring To Develop Insights into How Students Learn from Molecular Visualizations
Author:
Affiliation:
1. Department of Chemistry, San José State University, San José, California 95192, United States
Publisher
American Chemical Society (ACS)
Subject
Education,General Chemistry
Link
https://pubs.acs.org/doi/pdf/10.1021/ed500182g
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