Article2004

Scientific inquiry and nature of science : implications for teaching, learning, and teacher education

340 citations0/0 files storedDigital Access to Libraries (Université catholique de Louvain (UCL), l'Université de Namur (UNamur) and the Université Saint-Louis (USL-B))

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Science Education and Pedagogy Science and Education Research Evolution and Science Education

Abstract

No abstract was published for this record.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 340 citations exist upstream.

Cited by

2012A Review of Empirical Literature on Inquiry Professional Development: Alignment with Best Practices and a Critique of the Findings 2016Searching for a common ground – A literature review of empirical research on scientific inquiry activities 2008Turkish grade 10 students' and science teachers' conceptions of nature of science: A national study 2008What Scientists Say: Scientists’ views of nature of science and relation to science context 2011Globalizing students acting for the common good 2009The development of dynamic inquiry performances within an open inquiry setting: A comparison to guided inquiry setting 2018A complex dynamic systems perspective on teacher learning and identity formation: an instrumental case 2013Nature of Science in the Science Curriculum: Origin, Development, Implications and Shifting Emphases

Imported from OpenAlex (CC0) — nothing here is generated.