The productive interplay between student-student and teacher-student dialogic interactions and the affordances of student generated explanatory drawings to understand plate tectonics-Reference-Cited by-同舟云学术

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The productive interplay between student-student and teacher-student dialogic interactions and the affordances of student generated explanatory drawings to understand plate tectonics

Published:2023-05-28 Issue:18 Volume:45 Page:1552-1570
ISSN:0950-0693
Container-title:International Journal of Science Education
language:en
Short-container-title:International Journal of Science Education

Author:

McLure Felicity¹^ORCID,Won Mihye²^ORCID,Treagust David F.²^ORCID

Affiliation:

1. Charles Darwin University, Alice Springs, Australia

2. School of Education, Curtin University, Bentley, Australia

Funder

Australian Research Council

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/09500693.2023.2214688

Reference32 articles.

1. ACARA. (2015). Australian Curriculum . https://www.australiancurriculum.edu.au/

2. ACARA. (2016). Science . https://www.australiancurriculum.edu.au/f-10-curriculum/science/

3. Talking to learn science: examining the role of teacher talk moves around visual representations to learn science

4. Alexander, R. (2008). Essays on pedagogy. Routledge.

5. Developing dialogic teaching: genesis, process, trial

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