多样
发表于 2025-3-28 17:09:11
http://reply.papertrans.cn/17/1616/161542/161542_41.png
大漩涡
发表于 2025-3-28 21:40:23
https://doi.org/10.1007/978-1-4899-1164-3Young, 1999; Kollar et al., 2005; Marttunen & Laurinen, 2001; Pea, 1994; Roschelle & Pea, 1999; Schellens & Valcke, 2006). This chapter examines the affordances of these environments, the research behind their development, and the expected benefit of technology-enhanced argumentation. We discuss env
收养
发表于 2025-3-29 01:41:42
Mark E. Mattson,Bernard J. Baarstly in their classrooms? What implications does that body of knowledge have for teacher education (TE) and professional development (PD) programs? Let us take a look at the reflections of a teacher who had taught (what she considered to be) a successful argumentation lesson in a ninth grade biology
carotid-bruit
发表于 2025-3-29 04:53:36
http://reply.papertrans.cn/17/1616/161542/161542_44.png
ligature
发表于 2025-3-29 08:39:42
http://reply.papertrans.cn/17/1616/161542/161542_45.png
平息
发表于 2025-3-29 11:37:20
http://reply.papertrans.cn/17/1616/161542/161542_46.png
Neolithic
发表于 2025-3-29 16:30:44
Cognitive Foundations of Learning Argumentation in argumentation, how these processes develop, and most importantly, given the scope of the present book, how this development relates to science learning. For the latter, we need to situate the role of argumentation in science learning, and this is the focus of the first section of the chapter, wh
Scintigraphy
发表于 2025-3-29 22:09:04
http://reply.papertrans.cn/17/1616/161542/161542_48.png
Lacerate
发表于 2025-3-30 03:38:32
http://reply.papertrans.cn/17/1616/161542/161542_49.png
aggravate
发表于 2025-3-30 04:47:25
http://reply.papertrans.cn/17/1616/161542/161542_50.png