Barriers Inhibiting Inquiry-Based Science Teaching and Potential Solutions: Perceptions of Positively Inclined Early Adopters (English)
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In:
Research in Science Education
;
49
, 2
; 543-566
;
2017
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ISSN:
- Article (Journal) / Electronic Resource
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Title:Barriers Inhibiting Inquiry-Based Science Teaching and Potential Solutions: Perceptions of Positively Inclined Early Adopters
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Contributors:
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Published in:Research in Science Education ; 49, 2 ; 543-566
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Publisher:
- New search for: Springer Netherlands
- New search for: Springer Science + Business Media B.V.
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Place of publication:Dordrecht
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Publication date:2017
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ISSN:
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ZDBID:
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DOI:
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Type of media:Article (Journal)
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Type of material:Electronic Resource
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Language:English
- New search for: 81.00$jBildungswesen: Allgemeines / 81.00 / 30.00$jNaturwissenschaften allgemein: Allgemeines / 30.00
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Classification:
BKL: 81.00$jBildungswesen: Allgemeines / 81.00 Bildungswesen: Allgemeines / 30.00$jNaturwissenschaften allgemein: Allgemeines / 30.00 Naturwissenschaften allgemein: Allgemeines -
Source:
Table of contents – Volume 49, Issue 2
The tables of contents are generated automatically and are based on the data records of the individual contributions available in the index of the TIB portal. The display of the Tables of Contents may therefore be incomplete.
- 295
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Renewable and Nuclear Energy: an International Study of Students’ Beliefs About, and Willingness to Act, in Relation to Two Energy Production ScenariosSkamp, Keith / Boyes, Eddie / Stanisstreet, Martin / Rodriguez, Manuel / Malandrakis, Georgios / Fortner, Rosanne / Kilinc, Ahmet / Taylor, Neil / Chhokar, Kiran / Dua, Shweta et al. | 2017
- 331
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How Should Students Learn in the School Science Laboratory? The Benefits of Cooperative LearningRaviv, Ayala / Cohen, Sarit / Aflalo, Ester et al. | 2017
- 347
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Mind Map Our Way into Effective Student Questioning: a Principle-Based ScenarioStokhof, Harry / de Vries, Bregje / Bastiaens, Theo / Martens, Rob et al. | 2017
- 371
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Students’ Positioning in the Classroom: a Study of Teacher-Student Interactions in a Socioscientific Issue ContextBossér, Ulrika / Lindahl, Mats et al. | 2017
- 391
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Bhutanese Students’ Views of Nature of Science: a Case Study of Culturally Rich CountryDas, Pabi Maya / Faikhamta, Chatree / Punsuvon, Vittaya et al. | 2017
- 413
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Visual Literacy in Preservice Teachers: a Case Study in BiologyRuiz-Gallardo, José Reyes / García Fernández, Beatriz / Mateos Jiménez, Antonio et al. | 2017
- 437
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Investigating How German Biology Teachers Use Three-Dimensional Physical Models in Classroom Instruction: a Video StudyWerner, Sonja / Förtsch, Christian / Boone, William / von Kotzebue, Lena / Neuhaus, Birgit J. et al. | 2017
- 465
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‘You Actually Feel like You’re Actually Doing Some Science’: Primary Students’ Perspectives of Their Involvement in the MyScience InitiativeForbes, Anne / Skamp, Keith et al. | 2017
- 499
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The Use of Learning Study in Designing Examples for Teaching PhysicsGuo, Jian-Peng / Yang, Ling-Yan / Ding, Yi et al. | 2017
- 521
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Students’ Energy Understanding Across Biology, Chemistry, and Physics ContextsOpitz, S. T. / Neumann, K. / Bernholt, S. / Harms, U. et al. | 2017
- 543
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Barriers Inhibiting Inquiry-Based Science Teaching and Potential Solutions: Perceptions of Positively Inclined Early AdoptersFitzgerald, Michael / Danaia, Lena / McKinnon, David H. et al. | 2017
- 567
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Correction to: Barriers Inhibiting Inquiry-Based Science Teaching and Potential Solutions: Perceptions of Positively Inclined Early AdoptersFitzgerald, Michael / Danaia, Lena / McKinnon, David H. et al. | 2019
- 569
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Modeling the Transition from a Phenotypic to Genotypic Conceptualization of Genetics in a University-Level Introductory Biology ContextTodd, Amber / Romine, William L. / Correa-Menendez, Josefina et al. | 2017
- 591
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Nature of Science Progression in School Year 1–9: a Case Study of Teachers’ Suggestions and RationalesLeden, Lotta / Hansson, Lena et al. | 2017
- 613
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The Development of a Scientific Motive: How Preschool Science and Home Play Reciprocally Contribute to Science LearningGomes, Judith / Fleer, Marilyn et al. | 2017