Abstract
This study involved collaborative classroom-based observation of student communication and cognition in small groups after the implementation of two management strategies in science departments in several schools. The paper presents the data and provides insights into the conduct of research and teacher development in the midst of educational change.
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Specialization: science teacher education.
Specializations: studies in twentieth century science education in Australia, student learning in classroom groups, teachers' working knowledge.
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Sadler, J., Fawns, R. Facilitating practitioner research into strategies for improving communication in classroom groups: Action research and interaction analysis — A reconciliation?. Research in Science Education 23, 243–251 (1993). https://doi.org/10.1007/BF02357067
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DOI: https://doi.org/10.1007/BF02357067