Inquiry and Resource Use Strategies that Emerge Among Middle Schoolers in a Guided Discovery-Based Program of Game Design Learning
This study reports upon students’ strategies for inquiry and resource use in a program of game design learning. The study highlights the need for understanding the relationship between project-based learning creative tasks involving student design of an artifact, and, the inquiry strategies that can best support these tasks. Findings offer pragmatic insights on design of information literacy scaffolds, and theory on guided discovery-based learning.
Data provided are for informational purposes only. Although carefully collected, accuracy cannot be guaranteed. The impact factor represents a rough estimation of the journal's impact factor and does not reflect the actual current impact factor. Publisher conditions are provided by RoMEO. Differing provisions from the publisher's actual policy or licence agreement may be applicable.