L. W. Anderson and D. R. Krathwohl, A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives, 2001.

E. Aronson, Building Empathy, Compassion, and Achievement in the Jigsaw Classroom, Improving academic achievement, pp.209-225, 2002.
DOI : 10.1016/B978-012064455-1/50013-0

H. Chang and H. Chang, Scaffolding Students??? Online Critiquing of Expert- and Peer-generated Molecular Models of Chemical Reactions, International Journal of Science Education, vol.8, issue.3, pp.2028-2056, 2012.
DOI : 10.1080/09500693.2012.733978

P. Childs, Use of six hats in STEM subjects, 2012.

E. A. Davis, Creating critique projects Internet environments for science education, pp.89-113, 2004.

T. De-jong, COMPUTER SIMULATIONS: Technological Advances in Inquiry Learning, Science, vol.312, issue.5773, pp.532-533, 2006.
DOI : 10.1126/science.1127750

URL : https://hal.archives-ouvertes.fr/hal-00190793

T. De-jong, M. C. Linn, and Z. C. Zacharia, Physical and Virtual Laboratories in Science and Engineering Education, Science, vol.340, issue.6130, pp.305-308, 2013.
DOI : 10.1126/science.1230579

URL : https://hal.archives-ouvertes.fr/hal-00990360

T. De-jong and M. Njoo, Learning and Instruction with Computer Simulations: Learning Processes Involved, Computer-based learning environments and problem solving, pp.411-429, 1992.
DOI : 10.1007/978-3-642-77228-3_19

J. Förster-kuschel, S. Lützner, B. Fürstenau, and J. Ryssel, Fehlerhafte concept maps im betriebswirtschaftlichen planspielunterricht -lernen aus eigenen vs, Lernen aus fremden fehlern. Zeitschrift für Berufs-und Wirtschaftspädagogik, pp.395-412, 2014.

A. Garner and R. Lock, Evaluating practical work using de Bono's thinking hats, SSR Science Notes, vol.91, pp.16-18, 2010.

P. A. Howard-jones, R. Bogacz, J. H. Yoo, U. Leonards, and S. Demetriou, The neural mechanisms of learning from competitors, NeuroImage, vol.53, issue.2, pp.790-799, 2010.
DOI : 10.1016/j.neuroimage.2010.06.027

D. W. Johnson and R. T. Johnson, Cooperation and the use of technology, Handbook of research on educational communications and technology, pp.785-811, 2004.

R. T. Johnson, D. W. Johnson, and M. B. Stanne, Effects of cooperative, competitive, and individualistic goal structures on computer-assisted instruction., Journal of Educational Psychology, vol.77, issue.6, pp.668-677, 1985.
DOI : 10.1037/0022-0663.77.6.668

R. T. Johnson, D. W. Johnson, and M. B. Stanne, Comparison Of Computer-Assisted Cooperative, Competitive, And Individualistic Learning, American Educational Research Journal, vol.23, issue.3, pp.382-392, 1986.
DOI : 10.3102/00028312023003382

D. Klahr, Exploring science. The cognition and development of discovery processes: Massachusetts Institute of Technology, 2000.

D. Klahr and K. Dunbar, Dual Space Search During Scientific Reasoning, Cognitive Science, vol.2, issue.13, pp.1-48, 1988.
DOI : 10.1207/s15516709cog1201_1

A. W. Lazonder, P. Wilhelm, and M. G. Hagemans, The influence of domain knowledge on strategy use during simulation-based inquiry learning. Learning and Instruction, 2008.

M. C. Linn and B. S. Eylon, Science Education: Integrating Views of Learning and Instruction, Handbook of educational psychology, pp.511-544, 2006.
DOI : 10.4324/9780203874790.ch22

Y. P. Lou, P. C. Abrami, and S. Apollonia, Small Group and Individual Learning with Technology: A Meta-Analysis, Review of Educational Research, vol.71, issue.3, pp.449-521, 2001.
DOI : 10.3102/00346543071003449

M. Mäeots and M. Pedaste, The role of general inquiry knowledge in enhancing students' transformative inquiry processes in a web-based learning environment, Journal of Baltic Science Education, vol.13, pp.19-31, 2013.

B. M. Mclaren, D. Adams, K. Durkin, G. Goguadze, R. E. Mayer et al., To Err Is Human, to Explain and Correct Is Divine: A Study of Interactive Erroneous Examples with Middle School Math Students, 21 st century learning for 21 st century skills, pp.222-235, 2012.
DOI : 10.1007/978-3-642-33263-0_18

E. Tsourlidaki, Phases of inquiry-based learning: Definitions and inquiry cycle, Educational Research Review, vol.14, pp.47-61, 2015.
URL : https://hal.archives-ouvertes.fr/hal-01206700

V. Sampson, J. Grooms, and J. P. Walker, Argument-Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study, Science Education, vol.81, issue.7, pp.217-257, 2011.
DOI : 10.1002/sce.20421

D. A. Schön, Teaching artistry through reflection-in-action, Educating the reflective practitioner, pp.22-40, 1987.

A. Weinberger, T. De-jong, J. Dolonen, C. Hansen, A. Hovardas et al., SCY scenario handbook and pedagogical plans, final version, 2011.

F. Wijnen, Learning from erroneous models, 2014.

Z. C. Zacharia, N. A. Xenofontos, and C. C. Manoli, The effect of two different cooperative approaches on students' learning and practices within the context of a webquest science investigation. Educational Technology Research and Development, pp.399-424, 2011.