BRIDGING RESEARCH AND PRACTICE: A COGNITIVELY BASED CLASSROOM INTERVENTION FOR TEACHING EXPERIMENTATION SKILLS TOELEMENTARY SCHOOL CHILDREN

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TOTH E.E.; KLAHR D.

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Journal Paper

Paper Information

Journal: COGNITION AND INSTRUCTION Year:2000 | Volume:18 | Issue:- Page(s): 423-445

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Information Journal Paper

Title

BRIDGING RESEARCH AND PRACTICE: A COGNITIVELY BASED CLASSROOM INTERVENTION FOR TEACHING EXPERIMENTATION SKILLS TOELEMENTARY SCHOOL CHILDREN

Author(s)

TOTH E.E. | KLAHR D. | Issue Writer Certificate

Keywords

Not Registered.

Abstract

Cites

THE RELATIONSHIP BETWEEN META-COGNITIVE AWARENESS OF FACULTY MEMBERS AND HIGHER ORDER THINKING INSTRUCTION TO STUDENTS

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APA: Copy

TOTH, E.E., & KLAHR, D.. (2000). BRIDGING RESEARCH AND PRACTICE: A COGNITIVELY BASED CLASSROOM INTERVENTION FOR TEACHING EXPERIMENTATION SKILLS TOELEMENTARY SCHOOL CHILDREN. COGNITION AND INSTRUCTION, 18(-), 423-445. SID. https://sid.ir/paper/658757/en

Vancouver: Copy

TOTH E.E., KLAHR D.. BRIDGING RESEARCH AND PRACTICE: A COGNITIVELY BASED CLASSROOM INTERVENTION FOR TEACHING EXPERIMENTATION SKILLS TOELEMENTARY SCHOOL CHILDREN. COGNITION AND INSTRUCTION[Internet]. 2000;18(-):423-445. Available from: https://sid.ir/paper/658757/en

IEEE: Copy

E.E. TOTH, and D. KLAHR, “BRIDGING RESEARCH AND PRACTICE: A COGNITIVELY BASED CLASSROOM INTERVENTION FOR TEACHING EXPERIMENTATION SKILLS TOELEMENTARY SCHOOL CHILDREN,” COGNITION AND INSTRUCTION, vol. 18, no. -, pp. 423–445, 2000, [Online]. Available: https://sid.ir/paper/658757/en

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