Investigating the impact of classroom climate on UK school students taking part in a science inquiry-based learning programme – CREST
Author:
Affiliation:
1. Institute of Education, University College London, London, United Kingdom of Great Britain and Northern Ireland
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/02671522.2019.1568533
Reference101 articles.
1. The CASE results: implications for science teaching
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3. Beishuizen, J., and K. Steffens. 2011. “A conceptual framework for research on self-regulated learning.“ In Self-regulated Learning in Technology Enhanced Learning Environments, edited by Carneiro, R. et al. 3–19. Rotterdam, Netherlands: Sense Publishers.
4. Would You Want to Talk to a Scientist at a Party? High school students’ attitudes to school science and to science
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