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| Jones, M. Gail | 1 |
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Peer reviewedJones, M. Gail; Carter, Glenda – Journal of Research in Science Teaching, 1994
Thirty fifth-grade students participated in a study designed to describe the social interactions of ability-grouped dyads as they construct knowledge of balance concepts to elucidate the relationship between interactions and conceptual growth. Results revealed that high achieving students effectively used prior experiences and maintained focus on…
Descriptors: Ability Grouping, Academic Achievement, Concept Formation, Cooperative Learning
