Use of dialogue to scaffold students’ inquiry-based learning
This paper suggests a set of theoretical principles to guide teachers’ use of dialogue to scaffold students’ inquiry-based learning. To find out how teachers might make use of dialogue, six documents presenting instructional models of IBST are analysed. The document analysis and the identification o...
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| Format: | Article |
| Language: | Danish |
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University of Oslo
2018-05-01
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| Series: | Nordina: Nordic Studies in Science Education |
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| Online Access: | https://journals.uio.no/nordina/article/view/6164 |