READING VERSUS DOING: THE RELATIVE EFFECTS OF TEXTBOOK-BASED AND INQUIRY-OIENTED APPROACHES TO SCIENCE LEARNING IN SPECIAL EDUCATION CLASSROOMS
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SCRUGGS, T.E., ET AL., READING VERSUS DOING: THE RELATIVE EFFECTS OF TEXTBOOK-BASED AND INQUIRY-OIENTED APPROACHES TO SCIENCE LEARNING IN SPECIAL EDUCATION CLASSROOMS. JOURNAL OF SPECIAL EDUCATION,THE, Vol. 27, no. 1 (1993), p. 1-15.
Ref.
33263
位置:
SIIS R.350
Palabras clave:
Discapacidad, Discapacidad intelectual, Educación especial, Estudio comparativo, Método educativo, Necesidades educativas especiales
Discapacidad, Discapacidad intelectual, Educación especial, Estudio comparativo, Método educativo, Necesidades educativas especiales
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