Powerful knowledge and quality talk: maximising learning of genetics during collaborative group work
This commentary brings additional theoretical perspectives to bear on data and findings presented by Anniken Furberg and Hans Christian Arnseth in their paper on students’ meaning making in genetics in collaborative learning activities. The theoretical perspectives converge on the importance of maximizing students’ learning in genetics. The perspectives include the notion of powerful knowledge which raises the issue of whether the curriculum being delivered is a means by which students can...[Show more]
|Collections||ANU Research Publications|
|Source:||Cultural Studies of Science Education|
|Venville2009_Article_PowerfulKnowledgeAndQualityTal.pdf||134.48 kB||Adobe PDF||Request a copy|
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