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Direct linkDolan, Erin; Grady, Julia – Journal of Science Teacher Education, 2010
Teaching by inquiry is touted for its potential to encourage students to reason scientifically. Yet, even when inquiry teaching is practiced, complexity of students' reasoning may be limited or unbalanced. We describe an analytic tool for recognizing when students are engaged in complex reasoning during inquiry teaching. Using classrooms that…
Descriptors: Thinking Skills, Teaching Methods, Inquiry, Science Instruction
