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The Nature of Scientific Enquiry

https://doi.org/10.1086/442968
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inferred← citeshttps://doi.org/10.2139/ssrn.3069288openalex-extracted
Do Guided and Structured Inquiry Instructional Strategies Have Any Comparative Effects on Students’ Achievement in Basic Science and Technology? A Field Report
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Staff goals, challenges, and use of student inquiry in undergraduate bioscience teaching laboratories
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Working with Chemistry: A Laboratory Inquiry Program
inferred← citeshttps://doi.org/10.1002/ase.1527openalex-snapshot
Using guided inquiry and the information search process to develop research confidence among first year anatomy students
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Open‐ended assignments and student responsibility
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Problem Finding and Solving*
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Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice?
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Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry
inferred← citeshttps://doi.org/10.1002/sce.10145openalex-snapshot
Dynamic, open inquiry in biology learning
inferred← citeshttps://doi.org/10.1002/sce.20081openalex-snapshot
Developing materials to promote inquiry: Lessons learned
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Reading between the lines: The effect of contextual factors on student motivation throughout an open inquiry process
inferred← citeshttps://doi.org/10.1002/sce.21943openalex-snapshot
Assessing Professional Development on Experimentation as a Method of Inquiry‐Based Science Teaching Framework and Principal Results
inferred← citeshttps://doi.org/10.1002/sce.3730610113openalex-snapshot
A question of balance: A wholistic view of scientific inquiry
inferred← citeshttps://doi.org/10.1002/sce.3730650503openalex-snapshot
Inquiry‐Related Tasks in High School Science Laboratory Handbooks
inferred← citeshttps://doi.org/10.1002/sce.3730670513openalex-snapshot
Inquiry and the science teacher
inferred← citeshttps://doi.org/10.1002/sce.3730720103openalex-snapshot
Toward a philosophically more valid science curriculum
inferred← citeshttps://doi.org/10.1002/sce.3730720105openalex-snapshot
Abandoning the scientistic legacy of science education
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Training Teachers to Teach Effectively in the Laboratory
inferred← citeshttps://doi.org/10.1002/tea.20310openalex-snapshot
The development of dynamic inquiry performances within an open inquiry setting: A comparison to guided inquiry setting
inferred← citeshttps://doi.org/10.1002/tea.20380openalex-snapshot
The effect of reflective discussions following inquiry‐based laboratory activities on students' views of nature of science
inferred← citeshttps://doi.org/10.1002/tea.21272openalex-snapshot
The effect of explicit environmentally oriented metacognitive guidance and peer collaboration on students' expressions of environmental literacy
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Do teaching assistants matter? Investigating relationships between teaching assistants and student outcomes in undergraduate science laboratory classes
inferred← citeshttps://doi.org/10.1002/tea.21379openalex-snapshot
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inferred← citeshttps://doi.org/10.1002/tea.3660090309openalex-snapshot
Understanding the process of science by students exposed to different science curricula in israel
inferred← citeshttps://doi.org/10.1002/tea.3660150210openalex-snapshot
Scientific inquiry training for high school students: Experimental evaluation of a model program
inferred← citeshttps://doi.org/10.1002/tea.3660170206openalex-snapshot
The distinction between inquiry and scientific inquiry and why high school students should be cognizant of the distinction
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A methodology for examination of the relationship between student and teacher understanding of BSCS concepts and the BSCS conceptual framework
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inferred← citeshttps://doi.org/10.1002/tea.3660190207openalex-snapshot
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inferred← citeshttps://doi.org/10.1002/tea.3660240404openalex-snapshot
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inferred← citeshttps://doi.org/10.1002/tea.3660260108openalex-snapshot
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inferred← citeshttps://doi.org/10.1002/tea.3660300106openalex-snapshot
Linguistic content analysis: A method to measure science as inquiry in textbooks
inferred← citeshttps://doi.org/10.1002/tea.3660300203openalex-snapshot
The development of science process skills in authentic contexts
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inferred← citeshttps://doi.org/10.1002/tea.3660310308openalex-snapshot
Mathematization of experience in a grade 8 open‐inquiry environment: An introduction to the representational practices of science
inferred← citeshttps://doi.org/10.1007/0-306-48196-0_3openalex-snapshot
Varieties of Labwork: A Way of Profiling Labwork Tasks
inferred← citeshttps://doi.org/10.1007/978-1-4020-5814-1_16openalex-snapshot
Authentic Scientific Inquiry As Context For Teaching Nature Of Science: Identifying Critical Element
inferred← citeshttps://doi.org/10.1007/978-1-4020-9732-4_9openalex-snapshot
A Rubric to Guide Curriculum Development of Undergraduate Chemistry Laboratory: Focus on Inquiry
inferred← citeshttps://doi.org/10.1007/978-1-84628-929-3_16openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-030-11935-5_53openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-031-93564-0_17openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-031-97122-8_7openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-031-98197-5_1openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-032-16939-6_14openalex-snapshot
Research Perspectives in Learning Sciences for Science Education
inferred← citeshttps://doi.org/10.1007/978-3-319-96184-2_20openalex-snapshot
Effectiveness of Learning Through Guided Inquiry
inferred← citeshttps://doi.org/10.1007/978-94-007-2150-0_197openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-94-007-4168-3_11openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-94-007-6165-0_197-2openalex-snapshot
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Assessment and Evaluation in Science Education: Opportunities to Learn and Outcomes
inferred← citeshttps://doi.org/10.1007/978-94-6209-140-5_6openalex-snapshot
How to Learn in and from the Chemistry Laboratory
inferred← citeshttps://doi.org/10.1007/bf00430208openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/bf01384493openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/bf01807046openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/bf02137642openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/bf02357018openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/bf02461568openalex-snapshot
Laboratory learning environments and practical tasks in senior secondary science classes
inferred← citeshttps://doi.org/10.1007/bf02462906openalex-snapshot
High school laboratory work in Western Australia: Openness to inquiry
inferred← citeshttps://doi.org/10.1007/bf02558676openalex-snapshot
Levels of scientific enquiry in university science laboratory classes: Implications for curriculum deliberations
inferred← citeshttps://doi.org/10.1007/bf02558677openalex-snapshot
The production of criteria for evaluating science curriculum materials with specific reference to criteria for inquiry and the application of these criteria to chemistry curriculum materials
inferred← citeshttps://doi.org/10.1007/s10763-012-9375-7openalex-snapshot
SCAFFOLDING THE INQUIRY CONTINUUM AND THE CONSTITUTION OF IDENTITY
inferred← citeshttps://doi.org/10.1007/s10763-017-9843-1openalex-snapshot
Observing Inquiry-Based Learning Environments Using the Scholastic Inquiry Observation Instrument
inferred← citeshttps://doi.org/10.1007/s10956-021-09905-4openalex-snapshot
Rising to the Challenge: The Effect of Individual and Social Metacognitive Scaffolds on Students’ Expressions of Autonomy and Competence Throughout an Inquiry Process
inferred← citeshttps://doi.org/10.1007/s11165-011-9222-9openalex-snapshot
Which Type of Inquiry Project Do High School Biology Students Prefer: Open or Guided?
inferred← citeshttps://doi.org/10.1007/s11165-011-9235-4openalex-snapshot
Describing Changes in Undergraduate Students’ Preconceptions of Research Activities
inferred← citeshttps://doi.org/10.1007/s11165-011-9267-9openalex-snapshot
Argumentation in the Chemistry Laboratory: Inquiry and Confirmatory Experiments
inferred← citeshttps://doi.org/10.1007/s11165-014-9414-1openalex-snapshot
More Than Just Chemistry: The Impact of a Collaborative Participant Structure on Student Perceptions of Science
inferred← citeshttps://doi.org/10.1007/s11165-015-9485-7openalex-snapshot
An Analysis of Activities in Saudi Arabian Middle School Science Textbooks and Workbooks for the Inclusion of Essential Features of Inquiry
inferred← citeshttps://doi.org/10.1007/s11165-017-9623-5openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s11165-017-9660-0openalex-snapshot
Evaluating the Effectiveness of Modelling-Oriented Workshops for Engineering Undergraduates in the Field of Thermally Activated Phenomena
inferred← citeshttps://doi.org/10.1007/s11165-017-9671-xopenalex-snapshot
Characterising Extrinsic Challenges Linked to the Design and Implementation of Inquiry-Based Practical Work
inferred← citeshttps://doi.org/10.1007/s11165-018-9732-9openalex-snapshot
Supporting Teachers’ Understanding of Nature of Science and Inquiry Through Personal Experience and Perception of Inquiry as a Dynamic Process
inferred← citeshttps://doi.org/10.1007/s11165-019-09902-zopenalex-snapshot
A comparative study on scientific inquiry activities of Chinese science textbooks in high schools
inferred← citeshttps://doi.org/10.1007/s11191-011-9407-7openalex-snapshot
A New Definition of Models and Modeling in Chemistry’s Teaching
inferred← citeshttps://doi.org/10.1007/s11191-020-00155-1openalex-snapshot
Challenges of designing and carrying out laboratory experiments about Newton's second law
inferred← citeshttps://doi.org/10.1007/s11191-020-00168-wopenalex-snapshot
Development of the Inquiry-Based Science Teaching Efficacy Scale for Primary Teachers
inferred← citeshttps://doi.org/10.1007/s11191-021-00235-wopenalex-snapshot
Reintroducing “the” Scientific Method to Introduce Scientific Inquiry in Schools?
inferred← citeshttps://doi.org/10.1007/s11191-022-00396-2openalex-snapshot
Inquiry Activity Design from Singaporean and Indonesian Physics Textbooks
inferred← citeshttps://doi.org/10.1007/s11191-024-00523-1openalex-snapshot
Five Essential Features of Scientific Inquiry in Bahraini Primary School Science Textbooks and Workbooks
inferred← citeshttps://doi.org/10.1007/s11191-025-00705-5openalex-snapshot
A Study of Learning Progression During Open Inquiry in Year 9: Learning to Do and Learning About Scientific Inquiry
inferred← citeshttps://doi.org/10.1007/s11191-026-00761-5openalex-snapshot
A Comparative Epistemic Network Analysis of the Nature of Science in Turkish National Physics Curriculum and International Baccalaureate Diploma Programme Physics Curriculum
inferred← citeshttps://doi.org/10.1007/s11251-023-09649-1openalex-snapshot
A case of two classes: the interplay of teacher’s guidance with structuring or problematizing scaffolds within inquiry-based environments
inferred← citeshttps://doi.org/10.1007/s11422-024-10232-4openalex-snapshot
Students' meaning-making in an open inquiry: two paths
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Analysis of Physics Textbooks Through the Lens of Inquiry Practices
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An Investigation of College Students’ Learning Engagement and Classroom Preferences Under the Smart Classroom Environment
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Degree of teacher guidance as a measure of the discrepancy between intention and reality in science curriculum materials
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Determining the compatability of a teacher's orientation to science instruction with a set of curriculum materials
inferred← citeshttps://doi.org/10.1016/0191-491x(80)90011-5openalex-snapshot
Teachers' characteristics and their reflection in curriculum implementation
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Socializing the knowledge transfer problem
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Learning permeability and fluidisation concepts via open-ended laboratory experiments
inferred← citeshttps://doi.org/10.1016/j.edurev.2024.100601openalex-snapshot
The impacts of open inquiry on students’ learning in science: A systematic literature review
inferred← citeshttps://doi.org/10.1016/j.ijer.2021.101889openalex-snapshot
Students’ narratives and conceptual changes in a cross-curricular inquiry-based study unit in a Finnish upper secondary school
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2018.02.006openalex-snapshot
More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science
inferred← citeshttps://doi.org/10.1016/j.stueduc.2020.100968openalex-snapshot
Analysis of activities included in Saudi Arabian chemistry textbooks for the inclusion of argumentation-driven inquiry skills
inferred← citeshttps://doi.org/10.1016/s0187-893x(17)30142-8openalex-snapshot
¿Cómo diversificar los trabajos prácticos? Un experimento ilustrativo y un ejercicio práctico como ejemplos
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A Review of High School Level Astronomy Student Research Projects Over the Last Two Decades
inferred← citeshttps://doi.org/10.1017/s247526220000928xopenalex-snapshot
Using Active Learning Strategies to Promote Deep Learning in the Undergraduate Paleontology Classroom
inferred← citeshttps://doi.org/10.1021/acs.jchemed.2c01197openalex-snapshot
Loopholed Scripts: A New Inquiry Approach for the Undergraduate Laboratory
inferred← citeshttps://doi.org/10.1021/acs.jchemed.6c00250openalex-snapshot
Integrating Progressive Contextualization into Inquiry-Based Learning with Fading Scaffolds to Enhance High School Students’ Chemical Experimental Inquiry Skills: A Case Study of “The Mysteries of Polyphenols”
inferred← citeshttps://doi.org/10.1021/ed1006458openalex-snapshot
Target Inquiry: Helping Teachers Use a Research Experience To Transform Their Teaching Practices
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Understanding and Using the New Guided-Inquiry AP Chemistry Laboratory Manual
inferred← citeshttps://doi.org/10.1021/ed5003916openalex-snapshot
Guided-Inquiry Experiments for Physical Chemistry: The POGIL-PCL Model
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Issues in Adopting a Laserdisk-Based Science Curriculum
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The Development of Argumentation Skills in the Chemistry Laboratory
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The Chemistry Laboratory: From Theory to Practice
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Teacher and Student Behavior in the Chemistry Laboratory
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A rubric to characterize inquiry in the undergraduate chemistry laboratory
inferred← citeshttps://doi.org/10.1039/c2rp20004jopenalex-snapshot
The interplay of students' motivational orientations, their chemistry achievements and their perception of learning within the hands-on approach to visible spectrometry
inferred← citeshttps://doi.org/10.1039/c7rp00050bopenalex-snapshot
Step by step learning using the I diagram in the systematic qualitative analyses of cations within a guided inquiry learning approach
inferred← citeshttps://doi.org/10.1039/d2rp00260dopenalex-snapshot
Scaffolding of experimental design skills
inferred← citeshttps://doi.org/10.1063/1.5019532openalex-snapshot
Developing the conceptual instructional design with inquiry-based instruction model of secondary students at the 10th grade level on digestion system and cellular degradation issue
inferred← citeshttps://doi.org/10.1063/5.0112076openalex-snapshot
The study on integrating DIY vs. TIY activities into the curriculum design for an interdisciplinary general education course
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Levels of Inquiry Model for Physics Teaching
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Joseph Schwab, curriculum, curriculum studies and educational reform
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Forms of Discourse and their Possibilities for Guiding Practice: Towards an Effective Rhetoric
inferred← citeshttps://doi.org/10.1080/0022027850170107openalex-snapshot
Content Analysis Focusing on Inquiry
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Ways of seeing are ways of knowing. The pedagogical content knowledge of an expert English teacher
inferred← citeshttps://doi.org/10.1080/00220973.2024.2392684openalex-snapshot
Retrieval Practice: A Tool for Teaching the Control-of-Variables Strategy in Science Classrooms?
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Teaching Spatial Thinking and Geospatial Technologies Through Citizen Mapping and Problem-Based Inquiry in Grades 7-12
inferred← citeshttps://doi.org/10.1080/00405847309542470openalex-snapshot
Logical reasoning in science education
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A Typology of Social Studies Teaching Processes
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SCIENCE EDUCATION: TRENDS WITHOUT DATA AND DATA WITHOUT TRENDS
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The Implementation of Curriculum Change in School Science in England and Wales
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Is the systematization of hypothetico‐deductive reasoning possible in a class situation?
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Selecting Appropriate Strategies for Laboratory Teaching: a Problem in Teacher Training
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The effectiveness of peer instruction and structured inquiry on conceptual understanding of force and motion: a case study from Thailand
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The representation of laboratory activities in Indonesian physics textbooks: a content analysis
inferred← citeshttps://doi.org/10.1080/0263514830010207openalex-snapshot
Relative Effects of a History/Philosophy of Science Course on Student Teachers’ Performance on Two Models of Science
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Between hands-on experiments and Cross Reality learning environments – contemporary educational approaches in instructional laboratories
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Intergenerational impact of a curriculum enigma: the scholarly legacy of Joseph J. Schwab
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Inquiry-based science education in science teacher education: a systematic review
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What is science for
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Book Reviews
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Finding the Commonplaces of Literacy
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The narrative matrix and wordless narrations: A research note
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Integrating Guided Inquiry into a Traditional Chemistry Curricular Framework
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Teachers' Beliefs and Self-Reported Use of Inquiry in Science Education in Public Primary Schools
inferred← citeshttps://doi.org/10.1080/09500693.2013.829254openalex-snapshot
Status of Integrated Science Instruction in Junior Secondary Schools of China: An exploratory study
inferred← citeshttps://doi.org/10.1080/09500693.2014.1000426openalex-snapshot
The Effects of Inquiry Teaching on Student Science Achievement and Attitudes: Evidence from Propensity Score Analysis of PISA Data
inferred← citeshttps://doi.org/10.1080/09500693.2014.886347openalex-snapshot
Do Different Levels of Inquiry Lead to Different Learning Outcomes? A comparison between guided and structured inquiry
inferred← citeshttps://doi.org/10.1080/09500693.2014.961182openalex-snapshot
The Science ELF: Assessing the enquiry levels framework as a heuristic for professional development
inferred← citeshttps://doi.org/10.1080/09500693.2016.1234085openalex-snapshot
Impact of an inquiry unit on grade 4 students’ science learning
inferred← citeshttps://doi.org/10.1080/09500693.2016.1258499openalex-snapshot
Development and validation of an instrument for evaluating inquiry-based tasks in science textbooks
inferred← citeshttps://doi.org/10.1080/09500693.2017.1340688openalex-snapshot
Elementary science teachers’ integration of engineering design into science instruction: results from a randomised controlled trial
inferred← citeshttps://doi.org/10.1080/09500693.2019.1584418openalex-snapshot
Content analysis of inquiry-based tasks in high school biology textbooks in Mainland China
inferred← citeshttps://doi.org/10.1080/09500693.2019.1616124openalex-snapshot
Guidance in inquiry-based instruction – an attempt to disentangle a manifold construct
inferred← citeshttps://doi.org/10.1080/09500693.2020.1756516openalex-snapshot
Textbook tasks in the Norwegian school subject natural sciences: what views of science do they mediate?
inferred← citeshttps://doi.org/10.1080/09500693.2020.1766152openalex-snapshot
A three-dimensional conceptualization of authentic inquiry-based practices: a reflective tool for science educators
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Beginning secondary science teachers’ implementation of process skills, inquiry, and problem-based learning during the induction years: a randomised controlled trial
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In physics class, exercises can also cause problems . . .
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Characteristics of laboratory exercises included in science textbooks in Catalonia (Spain)
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Independent research projects in school science: case studies of autonomous behaviour
inferred← citeshttps://doi.org/10.1080/0950069950170503openalex-snapshot
First‐year chemistry practicals at universities in England and Wales: aims and the scientific level of the experiments
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First‐year chemistry practicals at universities in England and Wales: organizational and teaching aspects
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Learner Perceptions of Inquiry in Science Fair Projects: A Case Study of a Regional Science Fair in South Africa
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Some factors influencing the quality of practical work in science classrooms
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A report card on learner autonomy in science investigations
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Fostering Teachers’ Reflections on the Dynamic Characteristics of Open Inquiry through Metacognitive Prompts
inferred← citeshttps://doi.org/10.1080/15244110701420326openalex-snapshot
Styles of Halakhic Ruling: A Mapping in Light of Joseph Schwab's Philosophy of Education
inferred← citeshttps://doi.org/10.1080/25783858.2022.2065924openalex-snapshot
‘Curiouser and curiouser!’: a reconnaissance of my doctoral study as a ‘teacher-researcher’
inferred← citeshttps://doi.org/10.1088/0031-9120/39/5/007openalex-snapshot
Using an inquiry approach to teach science to secondary school science teachers
inferred← citeshttps://doi.org/10.1088/0143-0807/35/1/015024openalex-snapshot
Open inquiry-based learning experiences: a case study in the context of energy exchange by thermal radiation
inferred← citeshttps://doi.org/10.1088/1742-6596/1076/1/012007openalex-snapshot
An inquiry-based learning path to introduce modern physics in high-school
inferred← citeshttps://doi.org/10.1088/1742-6596/1076/1/012009openalex-snapshot
From led light signboards to the Planck’s constant
inferred← citeshttps://doi.org/10.1088/1742-6596/1076/1/012015openalex-snapshot
The first year of the “open discovery of stem laboratories” (ODL) project
inferred← citeshttps://doi.org/10.1088/1742-6596/1512/1/012038openalex-snapshot
The “E3D+VET” Erasmus+ project: Interdisciplinary teaching and learning in VET centres through 3D printing
inferred← citeshttps://doi.org/10.1088/1742-6596/1512/1/012040openalex-snapshot
Informal physics teaching for a better society: a mooc-based and context-driven experience on learning radioactivity
inferred← citeshttps://doi.org/10.1103/physrevphyseducres.14.010108openalex-snapshot
Long term stability of learning outcomes in undergraduates after an open-inquiry instruction on thermal science
inferred← citeshttps://doi.org/10.1103/physrevphyseducres.21.010101openalex-snapshot
Longitudinal trends of high school physics students’ perceptions of experience, difficulty, and development in a long-term inquiry framework
inferred← citeshttps://doi.org/10.1103/physrevstper.10.010107openalex-snapshot
Open-inquiry driven overcoming of epistemological difficulties in engineering undergraduates: A case study in the context of thermal science
inferred← citeshttps://doi.org/10.1108/978-1-60752-630-820251003openalex-snapshot
Describing Section I’s Use of Inquiry in the Classroom
inferred← citeshttps://doi.org/10.1108/978-1-60752-645-220251002openalex-snapshot
The Importance of Laboratory Work and Technology in Science Teaching
inferred← citeshttps://doi.org/10.1108/978-1-64113-607-520251003openalex-snapshot
Supermoon! Literacy Infused Steam
inferred← citeshttps://doi.org/10.1108/978-1-80592-621-420261006openalex-snapshot
The Chicago Connection: Dewey, Addams, Schwab, and Jackson
inferred← citeshttps://doi.org/10.1108/s2055-364120140000001003openalex-snapshot
Innovative Approaches in Teaching and Learning: An Introduction to Inquiry-Based Learning for Faculty and Institutional Development
inferred← citeshttps://doi.org/10.1109/cmce.2010.5610460openalex-snapshot
Research on web-based virtual laboratories
inferred← citeshttps://doi.org/10.1109/iiai-aai.2015.222openalex-snapshot
Using the Augmented Reality Technique to Develop Visualization Mindtools for Chemical Inquiry-Based Activities
inferred← citeshttps://doi.org/10.1109/rev.2016.7444481openalex-snapshot
"Virtual" experimentation on algorithm optimality
inferred← citeshttps://doi.org/10.1109/te.2013.2275154openalex-snapshot
Evaluation of a Didactic Method for the Active Learning of Greedy Algorithms
inferred← citeshttps://doi.org/10.1109/tlt.2013.8openalex-snapshot
GreedEx: A Visualization Tool for Experimentation and Discovery Learning of Greedy Algorithms
inferred← citeshttps://doi.org/10.1111/0362-6784.00082openalex-snapshot
Stories to Live By: Narrative Understandings of School Reform
inferred← citeshttps://doi.org/10.1111/j.1741-5446.1973.tb00590.xopenalex-snapshot
A Methodology of Experience: The Process of Inquiry
inferred← citeshttps://doi.org/10.1111/j.1949-8594.1981.tb11500.xopenalex-snapshot
An Analysis of Laboratory Activities: Project Physics and PSSC
inferred← citeshttps://doi.org/10.1111/j.1949-8594.1991.tb12088.xopenalex-snapshot
Meeting Contemporary Goals for Lab Instruction: A Content Analysis of Two Secondary Biology Textbooks
inferred← citeshttps://doi.org/10.1111/jcal.12337openalex-snapshot
Moving towards engaged learning in STEM domains; there is no simple answer, but clearly a road ahead
inferred← citeshttps://doi.org/10.1145/1132960.1132961openalex-snapshot
Hands-on, simulated, and remote laboratories
inferred← citeshttps://doi.org/10.1145/1562877.1562917openalex-snapshot
Active learning of greedy algorithms by means of interactive experimentation
inferred← citeshttps://doi.org/10.1145/1595496.1562917openalex-snapshot
Active learning of greedy algorithms by means of interactive experimentation
inferred← citeshttps://doi.org/10.1152/advan.00086.2010openalex-snapshot
Undergraduate student attitudes and perceptions toward low- and high-level inquiry exercise physiology teaching laboratory experiences
inferred← citeshttps://doi.org/10.11606/d.81.2018.tde-05072018-132257openalex-snapshot
Relações entre os graus de abertura de atividades investigativas e o desenvolvimento de argumentos por estudantes do ensino fundamental
inferred← citeshttps://doi.org/10.1163/27730840-01101008openalex-snapshot
Science Teachersʼ Implementation of Two Intended Innovations
inferred← citeshttps://doi.org/10.11639/formersjst.31.2_43openalex-snapshot
INQUIRY-RELATED ANALYSIS OF BIOLOGY LABORATORY TASKS
inferred← citeshttps://doi.org/10.11639/sjst.16032openalex-snapshot
Exploring the Knowledge Required of Teachers for Inquiry-based Teaching for International Educational Cooperation Based on Observations of Elementary School Science Lessons in the Philippines
inferred← citeshttps://doi.org/10.11639/sjst.23035openalex-snapshot
Inquiry Activities in Upper Secondary School Biology Textbooks and Methods of Improving the Quality of Inquiry
inferred← citeshttps://doi.org/10.1177/0013124589022001008openalex-snapshot
The Issue of Effective and Valid Student Evaluation
inferred← citeshttps://doi.org/10.1177/002248719004100306openalex-snapshot
Values in Pedagogical Content Knowledge
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