KLEIN, P. D.; EHRHARDT, J. S. Effects of Persuasion and Discussion Goals On Writing, Cognitive Load, and Learning in Science. Alberta Journal of Educational Research, [S. l.], v. 61, n. 1, p. 40–64, 2015. DOI: 10.11575/ajer.v61i1.56022. Disponível em: https://journalhosting.ucalgary.ca/index.php/ajer/article/view/56022. Acesso em: 29 sep. 2022.