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Direct linkRyoo, Kihyun; Linn, Marcia C. – Journal of Research in Science Teaching, 2014
We compared designs of guidance to support students while interacting with dynamic visualizations of complex scientific phenomena in inquiry instruction. Three hundred thirty-two 7th-grade students were randomly assigned to either a reading or a generating condition and completed a web-based inquiry unit focusing on energy concepts in…
Descriptors: Guidance, Visual Aids, Scientific Concepts, Inquiry
