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Powerful knowledge and quality talk: maximising learning of genetics during collaborative group work

Venville, Grady


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]

CollectionsANU Research Publications
Date published: 2008
Type: Journal article
Source: Cultural Studies of Science Education
DOI: 10.1007/s11422-008-9160-7


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