Revistas | (368) |
No aplica | (206) |
Facultad de Humanidades y Educación | (180) |
Revista Educere | (96) |
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Universidad de los Andes Venezuela | (380) |
RUA Docencia | (316) |
Université de Montreal | (200) |
Unversidad Nacional de La Plata | (160) |
Canadian Journal of Comumunication | (152) |
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Groundhog Day? The strange case of sociology, race and 'science' Skinner, David
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Determinación de los costos de energía no suministrada en el sector comercial para el área de concesión de la Empresa Eléctrica Regional Centro Sur. CA. Calle García, Víctor Emilio - Guallpa Cañar, Jaime Oswaldo
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A Special Issue of the Canadian Journal of Learning and Technology on Knowledge Building, Éditorial Jacobsen, Michele
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Can Children Really Create Knowledge?, Les enfants peuvent-ils créer du savoir ? Bereiter, Carl; University of Toronto - Scardamalia, Marlene
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The relationship knowledge, learning, innovation and competitive advantages: a conceptual model. COSTA, M. da P. B. - CABRAL, J. E. de O.
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Knowledge Society Network: Toward a Dynamic, Sustained Network for Building Knowledge, Le Knowledge Society Network : vers un réseau dynamique et durable pour la coélaboration de connaissances Hong, Huang-Yao; National Chengchi University - Scardamalia, Marlene; University of Toronto - Zhang, Jianwei; University at Albany
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System Design As A Three-Phase Dual-loop (TPDL) Process: Typesof knowledge-applied sources of feedback, and studentdevelopment as independent learners Barak, Moshe; Ben Gurion University of the Negev
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Consilience. The Unity of Knowledge. Mario Sapag-Hagar; Facultad de Ciencias Químicas y Farmacéuticas, Universidad de Chile
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A noção pragmatista de conhecimento e a noção skinneriana de conhecimento de si mesmo, A noção pragmatista de conhecimento e a noção skinneriana de conhecimento de si mesmo Zagury Tourinho, Emmanuel; Universidade Federal de Pará, Brazil
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Knowledge Building and Mathematics: Shifting the Responsibility for Knowledge Advancement and Engagement, La coélaboration de connaissances et les mathématiques : faire basculer la responsabilité pour l’avancement des connaissances vers l’apprenant Moss, Joan; University of Toronto - Beatty, Ruth; Lakehead University
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