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BGuILE: Strategic and Conceptual Scaffolds for Scientific Inquiry in Biology Classrooms

Brian J. Reiser

Northwestern University

Iris Tabak

UCLA

William A. Sandoval

UCLA

Brian K. Smith

MIT Media Laboratory

Franci Steinmuller

Northwestern University

Anthony J. Leone

Northwestern University

 

AMBITIOUS SCIENCE LEARNING for CLASSROOMS

The current focus of much work in science education reform is to bring more ambitious science into classrooms. Education reformers have argued that students need to learn more rigorous scientific content than what is typically taught (AAAS, 1990). In addition, reformers are attempting to bring more of the practices of scientific inquiry into student learning activities (NRC, 1996). This means establishing a learning ...

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