Collaborative Inquiry and the Construction of Explanations in the Learning of Science.

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The Relationship Between Team Discourse, Self‐Efficacy, and Individual Achievement: A Sequential Mixed‐Methods Study (2011, methodology): “An initial coding scheme was developed based on literature (Kaartinen & Kumpulainen, 2002; Sizmur & Osborne, 1997), and then refined by coding a set of preliminary data (Miles & Huberman, 1994).”
Support of the collaborative inquiry learning process: influence of support on task and team regulation (2012, background): “Instruction N. Saab (*) Leiden University, Wassenaarseweg 52, 2333 AK Leiden, The Netherlands e-mail: nsaab@fsw.leidenuniv.nl W. van Joolingen University of Twente, Enschede, Netherlands B. van Hout-Wolters University of Amsterdam, Amsterdam, Netherlands”
A Review of Solution Chemistry Studies: Insights into Students’ Conceptions (2005, background): “Whereas Taylor and Coll (1997), and Kaartinen and Kumpulainen (2002) studied with student teachers, Ebenezer and Gaskell (1995), and Ebenezer (2001) worked with grade 11 students.”
Introduction: Bridging the Cognitive and Sociocultural Approaches in Research on Conceptual Change: Is it Feasible? (2007, background): “In science learning, for instance, these analyses focus on explanations of construction as interactional achievements shaped by the sociocultural context of activity ( Kaartinen & Kumpulainen, 2002 ).”