The centrality of knowledge construction to student learning is well-recognised in education. In this study, we explore what it means to go beyond knowledge construction to knowledge evaluation, and how knowledge evaluation combined with direct disciplinary access improves opportunities for meaningful learning. We first review literature to…

Increasingly, learning in science and mathematics is considered in terms of induction into the multimodal language practices of the disciplinary community. A strong strand of research in this tradition has involved students being challenged to invent multimodal language forms, and their ideas refined through structured guidance. Often, however,…