Investigating the effectiveness of explicit and implicit inquiry-oriented instruction on primary students’ views about the non-linear nature of inquiry-Reference-Cited by-同舟云学术

Investigating the effectiveness of explicit and implicit inquiry-oriented instruction on primary students’ views about the non-linear nature of inquiry

Published:2022-03-04 Issue:4 Volume:44 Page:604-626
ISSN:0950-0693
Container-title:International Journal of Science Education
language:en
Short-container-title:International Journal of Science Education

Author:

Hrisa Karagianni¹^ORCID,Psillos Dimitris²

Affiliation:

1. 2nd Plagiari Thessaloniki Primary School, Thessaloniki, Greece

2. School of Education, Aristotle University of Thessaloniki, Thessaloniki, Greece

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/09500693.2022.2050486

Reference44 articles.

1. The Influence of Guided Inquiry and Explicit Instruction on K–6 Teachers’ Views of Nature of Science

2. Qualitative Analysis on Stage: Making the Research Process More Public

3. Causal reasoning as a base for advancing a systemic approach to simple electrical circuits

4. Impacts of contextual and explicit instruction on preservice elementary teachers' understandings of the nature of science

5. Epistemologies in practice: Making scientific practices meaningful for students

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2. Effect of explicit and reflective activity-based instruction on senior secondary physics students’ views towards Nature of Science;International Journal of Science Education;2024-05-02

3. An Assessment Rubric for Future Teachers’ Ability to Design Experiments;Challenges in Physics Education;2024

4. Bonding Nature of Science (NOS) and Nature of the Sciences (NOTSs) with Conceptual Knowledge: Introducing NOS and NOTSs Learning Objectives into the Teaching of ‘Homeostasis’;Interdisciplinary Journal of Environmental and Science Education;2022-08-06