Abstract
The new Minnesota Case Study Collection is profiled, along with other examples. They complement the work of the HIPST Project in illustrating the aims of: (1) historically informed inquiry learning that fosters explicit NOS reflection, and (2) engagement with faithfully rendered samples of Whole Science.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 1263-1281 |
| Number of pages | 19 |
| Journal | Science and Education |
| Volume | 21 |
| Issue number | 9 |
| DOIs | |
| State | Published - Jan 1 2012 |
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