The relationships between the practice of different scientific activities and students’ scientific knowledge, inquiry skills, view of the nature of science and attitude towards science: a study in primary school
Author:
Affiliation:
1. LIRDEF, University of Montpellier & University Paul Valéry Montpellier, Montpellier, France
Funder
ANR
Publisher
Informa UK Limited
Link
https://www.tandfonline.com/doi/pdf/10.1080/09500693.2024.2303623
Reference53 articles.
1. Forms of inquiry-based science instruction and their relations with learning outcomes: evidence from high and low-performing education systems
2. Does discovery-based instruction enhance learning?
3. Anderson, R. (2007). Inquiry as an organizing theme for science curricula. In S. Abell, & N. Lederman (Eds.), Handbook of research on science education (pp. 807–830). Routledge.
4. Bächtold M. Cross D. & Munier V. (2021). How to Assess and Categorize Teachers’ Views of Science? Two Methodological Issues. Research in Science Education 51 1423–1435. https://doi.org/10.1007/s11165-019-09904-x
5. Is inquiry possible in light of accountability?: A quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instruction
1.学者识别学者识别
2.学术分析学术分析
3.人才评估人才评估
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