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Bit by bit or all at once? Splitting up the inquiry task to promote children's scientific reasoning
ARTICLE

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Learning and Instruction Volume 22, Number 6, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

This study examined whether and why assigning children to a segmented inquiry task makes their investigations more productive. Sixty-one upper elementary-school pupils engaged in a simulation-based inquiry assignment either received a multivariable inquiry task (

Citation

Lazonder, A.W. & Kamp, E. (2012). Bit by bit or all at once? Splitting up the inquiry task to promote children's scientific reasoning. Learning and Instruction, 22(6), 458-464. Elsevier Ltd. Retrieved June 27, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2012.05.005

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