Inquiry as a context-based practice – a case study of pre-service teachers’ beliefs and implementation of inquiry in context-based science teaching
Author:
Affiliation:
1. Department of Chemistry, Faculty of Science, University of Helsinki, Helsinki, Finland
2. Department of Science and Mathematics, Volda University College, Volda, Norway
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/09500693.2019.1655679
Reference43 articles.
1. Inquiry in science education: International perspectives
2. Aikenhead, G. (2006).Science education for everyday life – evidence-based practice(pp. 21–55). New York: TC Press.
3. Evidence-based teacher education: becoming a lifelong research-oriented chemistry teacher?
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