Tutorial interaction, socio-cognitive position, and comprehension: privileged sophomore students in college science classes
Students construct a socio-cognitive position in the classroom as a function of the study self-contract made with the institution, of their dedication, and of their “basis”. From this position derives the possibility of establishing or not a tutorial interaction with the teacher, under conditions of...
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| Format: | Article |
| Language: | English |
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Universidade Federal do Rio Grande do Sul
2000-01-01
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| Series: | Investigações em Ensino de Ciências |
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| Online Access: | http://www.if.ufrgs.br/ienci/artigos/Artigo_ID58/v5_n1_a2000.pdf |