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没有残疾的孩子，只有残疾的教育
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“没有残疾的孩子，只有残疾的教育。”
Science 30 January 2009:
Vol. 323. no. 5914, pp. 586 - 587
DOI: 10.1126/science.1167740PHYSICS:
一、Lei Bao' home page: http://www.physics.ohio-state.edu/~lbao/
PDF：Learning and Scientific Reasoning
https://wap.sciencenet.cn/blog-52206-317065.html
上一篇：南宋人比现在的纳米科学家厉害吗？
下一篇：《先进材料》出版介绍中科大及合肥国家实验室专刊
Science 30 January 2009:
Vol. 323. no. 5914, pp. 586 - 587
DOI: 10.1126/science.1167740
Education Forum
PHYSICS:
Learning and Scientific Reasoning
Lei Bao,1* Tianfan Cai,2 Kathy Koenig,3 Kai Fang,4 Jing Han,1 Jing Wang,1 Qing Liu,1 Lin Ding,1 Lili Cui,5 Ying Luo,6 Yufeng Wang,2 Lieming Li,7 Nianle Wu7
Comparisons of Chinese and U.S. students show that content knowledge and reasoning skills diverge.
一、Lei Bao' home page: http://www.physics.ohio-state.edu/~lbao/
三、"No Child Left Behind Act of 2001"
四、Explaining the Reasoning-Fact Gap
Carlson
Science 27 February 2009: 1169b
DOI: 10.1126/science.323.5918.1169b
五、Arguing to Learn in Science: The Role of Collaborative, Critical Discourse
Jonathan Osborne
Science 23 April 2010:
Vol. 328. no. 5977, pp. 463 - 466
DOI: 10.1126/science.1183944
PDF：Learning and Scientific Reasoning
https://wap.sciencenet.cn/blog-52206-317065.html
上一篇：南宋人比现在的纳米科学家厉害吗？
下一篇：《先进材料》出版介绍中科大及合肥国家实验室专刊
