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Building epistemic thinking through disciplinary inquiry: Contrasting lessons from history and biology

Author(s): Rosemary (Rose) Hipkins MNZM

This article explores the effect of high-stakes assessment on the representation of epistemic knowledge in the enacted curriculum—that is, the curriculum experienced by students in the classroom....

| Year published: 2017 | Publication type: Journal article | Publisher: NZCER Press | Free Full text:

CM_2017_13_080.pdf | Content type: Curriculum Matters article

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Building epistemic thinking through disciplinary inquiry: Contrasting lessons from history and biology