Investigating disciplinary context effect on student scientific inquiry competence-Reference-Cited by-同舟云学术

Investigating disciplinary context effect on student scientific inquiry competence

Published:2019-12-06 Issue:18 Volume:41 Page:2736-2764
ISSN:0950-0693
Container-title:International Journal of Science Education
language:en
Short-container-title:International Journal of Science Education

Author:

Chi ShaoHui¹^ORCID,Wang Zuhao²^ORCID,Liu Xiufeng³^ORCID

Affiliation:

1. College of Teacher Education, Faculty of Education, East China Normal University, Shanghai, People’s Republic of China

2. Institute of Curriculum and Instruction, Faculty of Education, East China Normal University, Shanghai, People’s Republic of China

3. Department of Learning and Instruction, University at Buffalo, State University of New York, Buffalo, NY, USA

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/09500693.2019.1697837

Reference76 articles.

1. Anwar, Y. & Susanti, R. (2019, February). Analyzing scientific argumentation skills of biology education students in general biology courses. In Journal of Physics: Conference Series (Vol. 1166, No. 1, p. 012001). IOP Publishing.

2. Bao, L. & Redish, E. F. (2004). Educational assessment and underlying models of cognition. The scholarship of teaching and learning in higher education: Contributions of research universities.

3. Strategies for the Development of Effective Performance Exercises

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