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2018
Volume 10, Issue 1
  • E-ISSN:

Abstract

Lynch describes her personal experiences using scientific inquiry as the base for a third-grade class of at-risk students. Notes that inquiry provided context to the core curriculum and, lessened stigma, and motivated the students to participate much more than the standard “skill-and-drill” format usually used in remedial classes.

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/content/journals/10.58680/pv20012184
2001-08-01
2024-07-21
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http://instance.metastore.ingenta.com/content/journals/10.58680/pv20012184
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  • Article Type: Research Article
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