Effects of student-generated diagrams versus student-generated summaries on conceptual understanding of causal and dynamic knowledge in plate tectonics
Publication Date
1999
Journal or Book Title
JOURNAL OF RESEARCH IN SCIENCE TEACHING
Pages
39-53
Volume
36
Issue
1
Recommended Citation
Gobert, JD and Clement, JJ, "Effects of student-generated diagrams versus student-generated summaries on conceptual understanding of causal and dynamic knowledge in plate tectonics" (1999). JOURNAL OF RESEARCH IN SCIENCE TEACHING. 44.
Retrieved from https://scholarworks.umass.edu/education_faculty_pubs/44
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