Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Classroom Communication | 1 |
| Criticism | 1 |
| Discourse Analysis | 1 |
| Epistemology | 1 |
| Inquiry | 1 |
| Physics | 1 |
| Science Instruction | 1 |
| Small Group Instruction | 1 |
| Student Attitudes | 1 |
| Teaching Methods | 1 |
| Undergraduate Students | 1 |
| More ▼ | |
Source
| Cognition and Instruction | 1 |
Author
| Conlin, Luke D. | 1 |
| Scherr, Rachel E. | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Higher Education | 1 |
| Postsecondary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkConlin, Luke D.; Scherr, Rachel E. – Cognition and Instruction, 2018
Students in inquiry science classrooms face an essential tension between sharing new ideas and critically evaluating those ideas. This tension poses affective risks that can discourage further discussion, such as the embarrassment of having an idea rejected. In this article, we analyze the discourse of three groups of undergraduate physics…
Descriptors: Physics, Science Instruction, Small Group Instruction, Inquiry
