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Journal of the Learning Sciences Volume 18, 2009 - Issue 3
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Original Articles

Synergy Between Teacher Practices and Curricular Scaffolds to Support Students in Using Domain-Specific and Domain-General Knowledge in Writing Arguments to Explain Phenomena

Katherine L. McNeill Lynch School of Education, Boston College
&
Joseph Krajcik School of Education, University of Michigan
Pages 416-460 | Received 21 Sep 2007, Published online: 22 Jul 2009

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