HIGHLIGHTS
SUMMARY
The first is the acquisition of a body of organized knowledge in a particular domain, and the second one is the ability to solve algorithmic problems in that domain (Duschl, Schweingruber and amp; Shouse, 2007; Lee et_al, 2001; Stomovlasis and amp; Tsaparlis, 2000). There are increasing body of studies to remark that problem solving is a process promoting students` engagement in science practices beyond the rote memorization and simple algorithmic processing (Laverty et_al, 2016; Stove and amp; Cooper, 2017; Underwood et_al, 2018). Literature phrases that students must consider relevant features, ignore irrelevant features, and . . .
If you want to have access to all the content you need to log in!
Thanks :)
If you don't have an account, you can create one here.