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|Title:||What makes a "good" scientific question? Supporting independent student-driven inquiry|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Svoboda, J. & Passmore, C. (2010). What makes a "good" scientific question? Supporting independent student-driven inquiry. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 2, Short Papers, Symposia, and Selected Abstracts (pp. 312-313). Chicago IL: International Society of the Learning Sciences.|
|Abstract:||Students rarely have the opportunity to pose scientific questions or participate in research design. In this study, we identify the criteria that scientists used to guide a group of seven undergraduate students during an extended phase of project articulation. We categorize the criteria according to epistemic and social dimensions and describe the ways in which the students were able to reason with these criteria as they developed their question and research plan.|
|Appears in Collections:||ICLS 2010|
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