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Direct linkGijlers, Hannie; de Jong, Ton – Journal of Research in Science Teaching, 2005
In this study we investigate how prior knowledge influences knowledge development during collaborative discovery learning. Fifteen dyads of students (pre-university education, 15-16 years old) worked on a discovery learning task in the physics field of kinematics. The (face-to-face) communication between students was recorded and the interaction…
Descriptors: Low Achievement, High Achievement, Prior Learning, Learning Processes
