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Direct linkGillies, Robyn M.; Baffour, Bernard – Instructional Science: An International Journal of the Learning Sciences, 2017
The study sought to determine the effects of teacher-introduced multimodal representations and discourse on students' task engagement and scientific language during cooperative, inquiry-based science. The study involved eight Year 6 teachers in two conditions (four very effective teachers and four effective teachers) who taught two units of…
Descriptors: Teaching Methods, Cooperative Learning, Inquiry, Science Instruction
