The effects of teacher-introduced multimodal representations and discourse on students' task engagement and scientific language during cooperative, inquiry-based science

Citation

Gillies, R & Baffour, B 2017, 'The effects of teacher-introduced multimodal representations and discourse on students' task engagement and scientific language during cooperative, inquiry-based science', Instructional Science, vol. 45, no. 4, pp. 493-513pp.

Year

2017

ANU Authors

Field of Research

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