The relationships between disciplinary training, conceptions about learning and the use of metacognitive strategies in university educational sciences students

Behind the actions and strategies that people punt into practice to learn or teach there is usually a theoretical body that is scarcely explicit and that is built up starting form a set of coherent or incoherent assumptions according to the relationship that exists between what the subject says and...

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Detalles Bibliográficos
Autores principales: García, M.-B., Vilanova, S.-L., Señoriño, O.-A., Medel, G.-A., Natal, M.
Formato: JOUR
Materias:
Argentina
Human sciences
Learning
Metacognition
Social sciences
University students
Acceso en línea:http://hdl.handle.net/20.500.12110/paper_20072872_v8_n23_p49_Garcia
Aporte de:
Biblioteca Digital - Facultad de Ciencias Exactas y Naturales (UBA) de Universidad de Buenos Aires

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