Effects of Collaborative Processes on Student Learning
نویسندگان
چکیده
One problem in science education is that students neither construct in-depth conceptual understanding nor are they able to analyze and apply scientific thinking processes (National Research Council, 1996). A myriad of studies on conceptual change have investigated the nature and process of conceptual change, pedagogical strategies to foster conceptual change and improve higher-level thinking. One common instructional strategy is to confront abstraCt
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