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The problem with answers: An exploration of guided scientific inquiry teaching

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References

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2000Inquiry and the National Science Education Standards980 cited
2004The Equivalence of Learning Paths in Early Science Instruction

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2009The development of dynamic inquiry performances within an open inquiry setting: A comparison to guided inquiry setting186 cited
2018Supporting teachers to negotiate uncertainty for science, students, and teaching165 cited
2018Coming to terms: Addressing the persistence of “hands‐on” and other reform terminology in the era of science as practice157 cited
2018What Is Inquiry-Based Science Teaching and Learning?143 cited
2014Understanding Students' Experiments—What kind of support do they need in inquiry tasks?141 cited
2016Inquiry-based science education: towards a pedagogical framework for primary school teachers134 cited
2011Which Type of Inquiry Project Do High School Biology Students Prefer: Open or Guided?119 cited
2015How teacher professional development regarding classroom dialogue affects students' higher-order learning106 cited
2020Individual truth judgments or purposeful, collective sensemaking? Rethinking science education’s response to the post-truth era101 cited
2007Facilitating Chemistry Teachers to Implement Inquiry-based Laboratory Work101 cited
2009Beginning Secondary Science Teachers in Different Induction Programmes: The first year of teaching99 cited
2021There is an Evidence Crisis in Science Educational Policy88 cited
2014Personal Inquiry: Orchestrating Science Investigations Within and Beyond the Classroom86 cited
2018A systematic review characterizing and clarifying intrinsic teaching challenges linked to inquiry‐based practical work84 cited
2010Enhanced Learning of Biotechnology Students by an Inquiry-Based Cellulase Laboratory.82 cited
2022Guided inquiry-based learning in secondary-school chemistry classes: a case study80 cited