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Forty-six 5th graders in 3 conditions worked in pairs to solve computer-assisted problems. One group (guided questioning) used strategic questions to guide their cognitive and metacognitive activity during problem solving, with partners engaging in a questioning-answering dialogue. A 2nd group (unguided questioning) was simply instructed to ask and answer questions with their partners during problem solving. A 3rd group (control) received no training or instructions in questioning
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Alison King (Sun,) studied this question.
synapsesocial.com/papers/6a1b7790950e49a3ca0c68b3 — DOI: https://doi.org/10.1037/0022-0663.83.3.307
Alison King
Haematology Society of Australia and New Zealand
Journal of Educational Psychology
California State University, San Marcos
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