Scientific inquiry learning with a simulation: providing within-task guidance tailored to learners' understanding and inquiry skill

In scientific inquiry learning, within-task guidance tailored to the learner's domain knowledge and inquiry skill may be essential to promote intended learning outcomes. However, due to dynamic complexity across the timeline of inquiry learning, principles for designing tailored guidance are el...

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Veröffentlicht in:	International journal of science education Jg. 44; H. 6; S. 1021 - 1043
Hauptverfasser:	Fukuda, Mari, Hajian, Shiva, Jain, Misha, Liu, Arita L., Obaid, Teeba, Nesbit, John C., Winne, Philip H.
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	London Routledge 13.04.2022 Taylor & Francis Ltd
Schlagworte:	Active Learning Doctoral Students Energy Errors Feedback Guidance Inquiry Inquiry method inquiry skill Interaction just-in-time guidance Learning Learning environment Learning outcomes Science education Science Instruction Science Process Skills Scientific Concepts Scientific inquiry learning Simulation Tutoring Tutors Undergraduate Students
ISSN:	0950-0693, 1464-5289
Online-Zugang:	Volltext
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