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Lookup NU author(s): Dr Gail Edwards
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Author(s): Edwards G
Publication type: Article
Publication status: Published
Journal: Educational Action Research
ISSN (print): 0965-0792
ISSN (electronic): 1747-5074
Notes: This paper offers an account of a collaborative action research study which set out to explore the impact of a thinking skills pedagogy upon a sample of primary school children's learning and beliefs about learning. The discussion is grounded in the philosophical theory of action research and learning, and explores the extent to which a philosophical schism creates a tension and impedes transformation in education; this schism is discussed in relation to constructivist and sociocultural views of learning.
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