Concluding Remarks: Theoretical Underpinnings in Implementing Inquiry-Based Science Teaching/Learning-Reference-Cited by-同舟云学术

Concluding Remarks: Theoretical Underpinnings in Implementing Inquiry-Based Science Teaching/Learning

Published:2018 Issue: Volume: Page:261-280
ISSN:2191-7043
Container-title:Progress in the Chemistry of Organic Natural Products
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Author:

Louca Loucas,Skoulia Thea,Tsivitanidou Olia E.,Constantinou Costas P.

Publisher

Springer International Publishing

Link

http://link.springer.com/content/pdf/10.1007/978-3-319-91406-0_14

Reference117 articles.

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2. Abell, S. K., Anderson, G., & Chezem, J. (2000). Science as argument and explanation: Exploring concepts of sound in third grade. In J. Minstrell & E. H. van Zee (Eds.), Inquiring into inquiry learning and teaching in science (pp. 65–79). Washington, DC: AAAS.

3. Akkoç, H., & Yeşildere, S. (2010). Investigating development of pre-service elementary mathematics teachers’ pedagogical content knowledge through a school practicum course. Procedia-Social and Behavioral Sciences, 2(2), 1410–1415.

4. Alexander, R. J. (2006). Towards dialogic teaching: Rethinking classroom talk. Cambridge UK: Dialogos.

5. Alonzo, A. C., & Kim, J. (2016). Declarative and dynamic pedagogical content knowledge as elicited through two video-based interview methods. Journal of Research in Science Teaching, 53(8), 1259–1286.

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