KIM, M. Teacher Scaffolding Strategies to Transform Whole-classroom Talk into Collective Inquiry in Elementary Science Classrooms. Alberta Journal of Educational Research, [S. l.], v. 66, n. 3, 2020. DOI: 10.11575/ajer.v66i3.56957. Disponível em: https://journalhosting.ucalgary.ca/index.php/ajer/article/view/56957. Acesso em: 29 jan. 2023.