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Research Brief

Structuring emergent, collaborative learning through inquiry

August 1, 2011
In this article, the authors discuss the results of a study that examined how inquiry-based learning activities can be structured to support what the authors term collective knowledge building. This article could be of interest to ISE educators when designing, leading, or researching inquiry-based science learning activities.

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  • BB 2015 leaves2
    Author
    Exploratorium
  • Citation

    Discipline: Education and learning science
    Audience: Educators/Teachers | Museum/ISE Professionals | Evaluators

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