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dc.contributor.authorMateos, Mar
dc.contributor.authorMartín, Elena
dc.contributor.authorCuevas, Isabel
dc.contributor.authorVillalon, Ruth
dc.contributor.authorMartínez, Isabel (1)
dc.date2018
dc.date.accessioned2018-07-16T11:44:07Z
dc.date.available2018-07-16T11:44:07Z
dc.identifier.issn1532-690X
dc.identifier.urihttps://reunir.unir.net/handle/123456789/6676
dc.description.abstractThe goal of this study was to assess the effectiveness of 2 different types of intervention aimed at improving written argumentative synthesis by integrating conflicting information from different sources. Both interventions combined the use of a guide with collaborative practice, but one of them also included explicit strategy instruction. Only students who received additional explicit instruction showed an improved ability to integrate conflicting information and increased the number of arguments they selected from the sources.es_ES
dc.language.isoenges_ES
dc.publisherCognition and Instructiones_ES
dc.relation.ispartofseries;vol. 36, nº 2
dc.relation.urihttps://www.tandfonline.com/doi/abs/10.1080/07370008.2018.1425300?journalCode=hcgi20es_ES
dc.rightsrestrictedAccesses_ES
dc.subjectcounterargument integrationes_ES
dc.subjectstudentses_ES
dc.subjectinstructiones_ES
dc.subjectdiscoursees_ES
dc.subjectdiagramses_ES
dc.subjectbeliefses_ES
dc.subjectqualityes_ES
dc.subjecttaskses_ES
dc.subjectWOSes_ES
dc.subjectScopuses_ES
dc.titleImproving Written Argumentative Synthesis by Teaching the Integration of Conflicting Information from Multiple Sourceses_ES
dc.typeArticulo Revista Indexadaes_ES
reunir.tag~ARIes_ES
dc.identifier.doihttps://doi.org/10.1080/07370008.2018.1425300


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