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Learning “to do” and learning “about” inquiry at the same time: different outcomes in valuing the importance of various intellectual tasks in planning, enacting, and evaluating an inquiry curriculum

Curriculum InquiryInquiry-based LearningCognitive ScienceStudent LearningLearning SciencesSame TimeEducationInquiry Curriculum” InquiryEducational AssessmentLearning-by-doingCurriculumEducational Theory