FOUTZ, T. L. Collaborative Argumentation As A Learning Strategy To Improve Student Performance In Engineering Statics: A Pilot Study. American Journal of Engineering Education (AJEE), [S. l.], v. 9, n. 1, p. 11–22, 2018. DOI: 10.19030/ajee.v9i1.10185. Disponível em: https://clutejournals.com/index.php/AJEE/article/view/10185. Acesso em: 18 jul. 2024.