Students who engage in scientific inquiry must be able to evaluate the processes and evidence used to reach conclusions about scientific issues, regardless of whether the process is conducted in the classroom or through an information search on the internet. To explore strategies for integrating information literacy and science, the authors…

This study examines cognitive and social processes in group interactions that shape collaborative learning in science classrooms. Three small groups of students were observed while working collaboratively on explaining the burning of a candle under a jar. The learning environment served as a context for examination of conceptual convergence, a…