Grappling with long‐term learning in science: A qualitative study of teachers' views of developmentally oriented instruction

Publisher： John Wiley & Sons Inc

E-ISSN： 1098-2736|22-4308|8|1163-1187

ISSN： 0022-4308

Source： JOURNAL OF RESEARCH IN SCIENCE TEACHING, Vol.22-4308, Iss.8, 2015-10, pp. : 1163-1187

Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.

Previous Menu Next

Abstract

Related content

Grappling with long‐term learning in science: A qualitative study of teachers' views of developmentally oriented instruction

By  

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Vol. 52, Iss. 8, 2015-10 ,pp. : 1163-1187

John Wiley & Sons Inc

Access to resources Recommend Favorite

Epistemologies of Science Instruction

By  

SCHOOL SCIENCE AND MATHEMATICS, Vol. 115, Iss. 3, 2015-03 ,pp. : 141-150

John Wiley & Sons Inc

Access to resources Recommend Favorite

Long‐term conceptual retrieval by college biology majors following model‐based instruction

By  

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Vol. 22-4308, Iss. 8, 2015-10 ,pp. : 1188-1206

John Wiley & Sons Inc

Access to resources Recommend Favorite

Long‐term conceptual retrieval by college biology majors following model‐based instruction

By  

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Vol. 52, Iss. 8, 2015-10 ,pp. : 1188-1206

John Wiley & Sons Inc

Access to resources Recommend Favorite

Datasets reflecting students' and teachers' views on the use of learning technology in a UK university

By  

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Vol. 46, Iss. 5, 2015-09 ,pp. : 1081-1091

John Wiley & Sons Inc

Access to resources Recommend Favorite