The teacher was responsible for question formation in 83% of
the articles (i.e., the inverse of the data shown), and for investigation
design in nearly three-quarters (74%) (Figure 5). Levels of studentdirected
sense-making are higher (60%), showing that authors most
valued student responsibility for knowledge construction. Thirty
percent reported a teacher-directed sense-making process, while a
further 10% did not describe student sense-making at all. Only 11%
of articles showed student responsibility for all three categories of
inquiry