Handedness
发表于 2025-3-23 10:11:03
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dilute
发表于 2025-3-23 14:01:49
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珊瑚
发表于 2025-3-23 21:16:56
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咆哮
发表于 2025-3-23 23:22:59
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Little
发表于 2025-3-24 04:26:52
Book 2016igns and its relevance to the development of conceptual understanding.· his profound and insightful ontological categories of Firstness, Secondness and Thirdness and their application to developing an understanding of the world around us.This introductory text is written in a clear and accessible
从属
发表于 2025-3-24 09:30:45
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事情
发表于 2025-3-24 11:20:46
M. W. Fowler,G. Stepan-Sarkissianat all beliefs should be treated as provisional, due partly to our fallibility as human beings, as well as the amount of knowledge that we simply cannot access in our own lifetime. Therefore, the most we can claim about our beliefs is that we think they are true. Brief examples are used to illustrat
pus840
发表于 2025-3-24 16:55:21
The Multiple Risk Factor Intervention Trial,tions, if they used a scientific method they would eventually reach the same conclusions. The chapter argues that Peirce’s ideas can be applied to the process of developing new knowledge and understanding, which is both an implicit and explicit aim of education and schooling.
ANTH
发表于 2025-3-24 19:26:17
https://doi.org/10.1007/978-3-642-70296-9tion aims to test the predictions through experimental methods. The chapter argues that inferential logic can be applied to undertaking educational inquiry and research and also to the process of learning generally.
胡言乱语
发表于 2025-3-25 00:21:19
Sarah M. Karpanty,Patricia C. Wright second trichotomy of signs and focuses specifically on the icon, an important but much-misunderstood idea in Peirce’s semiotics. An icon is an essential and necessary ingredient of Peirce’s system of signs and is highly relevant to the process of education and learning. The chapter explains how Pei