Effects of metacognitive scaffolding on students’ performance and confidence judgments in simulation-based inquiry
Author:
Funder
Ministry of Science and Technology, Taiwan
Publisher
American Physical Society (APS)
Subject
General Physics and Astronomy,Education
Link
http://harvest.aps.org/v2/journals/articles/10.1103/PhysRevPhysEducRes.17.020108/fulltext
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1. Coming to terms: Addressing the persistence of “hands-on” and other reform terminology in the era of science as practice
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