Scoping review of teaching methods for inquiry-based learning in Japanese elementary schools: focusing on the “period for integrated studies”-Reference-Cited by-同舟云学术

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Scoping review of teaching methods for inquiry-based learning in Japanese elementary schools: focusing on the “period for integrated studies”

Published:2024-08-26 Issue: Volume: Page:1-15
ISSN:1554-480X
Container-title:Pedagogies: An International Journal
language:en
Short-container-title:Pedagogies: An International Journal

Author:

Watanabe Takumi¹^ORCID,Yonezawa Takashi¹^ORCID,Yamasaki Akane¹^ORCID,Nagata Tadamichi¹^ORCID

Affiliation:

1. Graduate School of Humanities and Social Sciences, Hiroshima University, Higashihiroshima, Japan

Funder

School of Education, Hiroshima University

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/1554480X.2024.2395264

Reference51 articles.

1. Scoping studies: towards a methodological framework

2. Cochran-Smith, M., & Lytle, S. L. (2015). Inquiry as stance: Practitioner research for the next generation. Teachers College Press.

3. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, Sage Publications.

4. Dewey, J. (1938). Experience and education. Macmillan Publishing Co.

5. Literature review: The role of the teacher in inquiry-based education

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