Understanding and Assessing STEM Teachers’ Use of IBL to Address Achievement-Related Diversity: A Case Study from Turkey
-
Published:2021-07-08
Issue:
Volume:
Page:
-
ISSN:2149-214X
-
Container-title:Journal of Education in Science, Environment and Health
-
language:
-
Short-container-title:
Author:
KAYA Gökhan,ŞARDAĞ Metin
Publisher
ISRES Publishing
Reference50 articles.
1. Amaral, O., Garrison, L., & Klentschy, M. (2002). Helping English learners increase achievement through inquiry‐based science instruction. Bilingual Research Journal, 26(2), 213–239. https://doi.org/10.1080/15235882.2002.10668709. 2. Baxter, J., Woodward, J., & Olson, D. (2001). Effects of reform-based mathematics instruction on low achievers in five third-grade classrooms. Elementary School Journal, 101(5), 529 –547. https://doi.org/10.1086/499686 3. Booth, T. & Ainscow, M. (2002). Index for inclusion – developing learning and participation in schools. CSIE. http://www.eenet.org.uk/resources/docs/Index%20English.pdf
Brown, J. C. (2017). A metasynthesis of the complementarity of culturally responsive and inquiry‐based science education in K‐12 settings: Implications for advancing equitable science teaching and learning. Journal of Research in Science Teaching, 54(9), 1143-1173. https://doi.org/10.1002/tea.21401. 4. Cheng, R. W. Y., Lam, S. F., & Chan, J. C. Y. (2008). When high achievers and low achievers work in the same group: The roles of group heterogeneity and processes in project-based learning. British Journal of Educational Psychology, 78(2), 205. https://doi.org/10.1348/000709907X218160. 5. Chin, C., & Chia, L. (2006). Problem-based learning: using ill-structured problems in biology project work. Science & Education, 90(1), 44-67. https://doi.org/10.1002/sce.20097
|
|