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Additionally, teacher guidance during collaborative learning plays a critical role—when educators focus on students' problem-solving strategies, they transform group work into meaningful learning experiences that deepen trust and engagement.
Additionally, teacher guidance during collaborative learning plays a critical role—when educators focus on students' problem-solving strategies, they transform group work into meaningful learning experiences that deepen trust and engagement.
García Franco, A., Ferrara Reyes, L., & Gómez Galindo, A. A. (2022). Culturally relevant science education and critical thinking in indigenous people: bridging the gap between community and school science. Critical Thinking in Biology and Environmental Education: Facing Challenges in a Post-Truth World, 55-72.
Giron Garcia, C., & Navarro Ferrando, I. (2014). Digital literacy and metaphorical models. Multidisciplinary Journal for Education, Social and Technological Sciences, 1(2), 160-180.
Edwards, L., Figueras, B., Mellanby, J., & Langdon, D. (2011). Verbal and spatial analogical reasoning in deaf and hearing children: The role of grammar and vocabulary. Journal of Deaf Studies and Deaf Education, 16(2), 189-197.
Carney, M. B., Smith, E., Hughes, G. R., Brendefur, J. L., & Crawford, A. (2016). Influence of proportional number relationships on item accessibility and students' strategies. Mathematics Education Research Journal, 28(4), 503–522.
Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019). Transformative social and emotional learning (SEL): Toward SEL in service of educational equity and excellence. Educational Psychologist, 54(3), 162-184.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2019). Implications for educational practice of the science of learning and development. Applied Developmental Science, 1-44.
Warner, L., Crolla, C., Goodwyn, A., Hyder, E., & Richards, B. (2016). Reading aloud in high schools: students and teachers across the curriculum. Educational Review, 68(2), 222-238.
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