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The effects of teacher-introduced multimodal representations and discourse on students' task engagement and scientific language during cooperative, inquiry-based science

Gillies, Robyn M.; Baffour, Bernard

Description

The study sought to determine the effects of teacher-introduced multimodal representations and discourse on students’ task engagement and scientific language during cooperative, inquiry-based science. The study involved eight Year 6 teachers in two conditions (four very effective teachers and four effective teachers) who taught two units of inquiry-based science across two school terms. The results show that the very effective teachers spent significantly more time engaged in using embodied...[Show more]

CollectionsANU Research Publications
Date published: 2017
Type: Journal article
URI: http://hdl.handle.net/1885/161479
Source: Instructional Science
DOI: 10.1007/s11251-017-9414-4

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