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An important instructional practice for teachers in learner-centered science classrooms is to be able to work productively with students' ideas and questions. Eliciting and thoughtfully attending to students' thinking in order to help them advance in their learning is no easy matter, however. This study examined how teachers enacted instruction to elicit, connect, and build upon their elementary students' ideas and questions during an innovative twelve-week learner-centered environmentaldblp:conf/icls/HarrisPP10 fatcat:fp4lhdkdvnhl3mrkp3dxrkjtra