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Task Factors, Teacher Behavior, and Students' Involvement and Use of Learning Strategies in Science.
Peer reviewedBlumenfeld, Phyllis C.; Meece, Judith L. – Elementary School Journal, 1988
Investigated the cognitive engagement of students in grades 4-6 who received science lessons that varied in the level of cognitive content, procedural complexity, and social organization. The variables did not significantly affect student involvement. Cognitive engagement was similar for tasks judged as low and high in difficulty. (SKC)
Descriptors: Classroom Research, Cognitive Processes, Course Content, Difficulty Level
