Evaluating Inquiry Practices: Can a Professional Development Program Reform Science Teachers’ Practices?
Author:
Affiliation:
1. Department of Early Childhood Education, University of Western Macedonia, Florina, Greece
2. Department of Primary Education, Aristotle University of Thessaloniki, Thessaloniki, Greece
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/1046560X.2021.2005229
Reference85 articles.
1. Ainsworth, H. L. & Eaton, S. E. (2010). Formal, non-formal and informal learning in the sciences. Onate Press.
2. A systematic review characterizing and clarifying intrinsic teaching challenges linked to inquiry‐based practical work
3. Inquiry-Based Science Education Competencies of Primary School Teachers: A literature study and critical review of the American National Science Education Standards
4. Research Trends in In-service Science Teacher Professional Development from 2012 to 2016
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2. Examining the Impact of Modified P3 Task Taxonomy-Enriched Educational Robotics PD Program on Teachers’ STEM Content Knowledge;International Journal of Science and Mathematics Education;2024-06-26
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