The effect of the type of achievement grouping on students’ question generation in science

Author:

Kaya Sibel

Publisher

Springer Science and Business Media LLC

Subject

Education

Reference61 articles.

1. Bianchini, J. A. (1997). Where knowledge construction, equity, and context intersect: Student learning of science in small groups. Journal of Research in Science Teaching, 34(10), 1039–1065.

2. Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2002). Working inside the black box: Assessment for learning in the classroom. London: King’s College London.

3. Blumenfeld, P. C., Marx, R. W., Soloway, E., & Krajcik, J. (1997). Learning with peers: From small group cooperative to collaborative communities. Educational Researcher, 25(8), 37–40.

4. Burris, C. C., Heubert, J. P., & Levin, H. M. (2006). Accelerating mathematics achievement using heterogeneous grouping. American Educational Research Journal, 43(1), 105–136.

5. Bybee, R. W. (2000). Teaching science as inquiry. In J. Minstrell & E. H. van Zee (Eds.), Inquiring into inquiry learning and teaching in science (pp. 20–46). Washington, DC: American Association for the Advancement of Science.

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