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Two teachers and eight students participated.
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Additional data were collected in the form of questionnaires, interviews, student and teacher log responses, and field notes. SPT roles within two different inquiry classrooms were closely examined through audiorecorded group interactions.
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SPT is critical to successful social interactions and, because group work occurs frequently within inquiry-based teaching and learning environments, a better understanding of SPT roles is required. Several of these roles are specific to perspective taking, in particular, social perspective taking (SPT). Teachers may take on traditional student roles including the role of learner, and students, for example, take on the additional role of question asker, traditionally reserved for the role of a teacher. Students and teachers engage in specific roles in classrooms, and within inquiry classrooms, these roles tend to be more varied compared to traditional settings.