ZHENG, R.; CORDNER, H.; SPEARS, J. The impact of annotation on concrete and abstract visual representations in science education: testing the expertise reversal effect. Research and Practice in Technology Enhanced Learning, [S. l.], v. 17, 2022. DOI: 10.58459/rptel.2022.17%p. Disponível em: https://rptel.apsce.net/index.php/RPTEL/article/view/2022-17018. Acesso em: 12 jul. 2025.