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Larrain, A., Freire, P., López, P. & Grau, V. (2019). Counter-arguing during curriculum-supported peer interaction facilitates middle-school students’ science content knowledge. Cognition and Instruction, 37, 453-482. https://doi.org/10.1080/07370008.2019.1627360

Larrain, A., Freire, P., López, P. & Grau, V. (2019). Counter-arguing during curriculum-supported peer interaction facilitates middle-school students’ science content knowledge. Cognition and Instruction, 37, 453-482. https://doi.org/10.1080/07370008.2019.1627360

Larrain, A., Freire, P., López, P. & Grau, V. (2019). Counter-arguing during curriculum-supported peer interaction facilitates middle-school students’ science content knowledge. Cognition and Instruction, 37, 453-482. https://doi.org/10.1080/07370008.2019.1627360