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Now appears quite clear that compared theoretical pedagogy is considered unnecessary. In fact it is the theoretical dimension reflective to make a science pedagogy that emancipated and continuous development. Complexity and concern are the aspects that give "greater" vitality in science te...
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| Format: | Llibre |
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Firenze University Press,
2010-07-01T00:00:00Z.
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Connect to this object online.3rd Floor Main Library
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A1234.567 |
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| Còpia 1 | Disponible |