Using “Generation of Differences and Dialogic Argumentation” instruction strategies to promote students’ science learning effects
碩士 === 國立高雄師範大學 === 科學教育研究所 === 96 === A quasi-expermental design and research where used in this study.Using “Generation of Differences and Dialogic Argumentation” instruction strategies to design teaching activities for promoting students’ science learning effect. This study was designed to invest...
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| Format: | Others |
| Language: | zh-TW |
| Published: |
2007
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| Online Access: | http://ndltd.ncl.edu.tw/handle/32520459361436994673 |