Patterns of inquiry-based science instruction and student science achievement in PISA 2015
Author:
Affiliation:
1. University of Nebraska-Lincoln, Lincoln, NE, USA
2. IPN Leibniz Institute for Science and Mathematics Education, Kiel, Germany
3. Centre for International Student Assessment, Technical University of Munich, Munich, Germany
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/09500693.2020.1730017
Reference33 articles.
1. Forms of inquiry-based science instruction and their relations with learning outcomes: evidence from high and low-performing education systems
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4. Exploring the Relations of Inquiry-Based Teaching to Science Achievement and Dispositions in 54 Countries
5. An entropy criterion for assessing the number of clusters in a mixture model
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