Training Master's‐Level Graduate Students to Use Inquiry Instruction to Teach Middle‐Level and High‐School Science Concepts

Publisher： John Wiley & Sons Inc

E-ISSN： 1949-8594|115|4|155-167

ISSN： 0036-6803

Source： SCHOOL SCIENCE AND MATHEMATICS, Vol.115, Iss.4, 2015-04, pp. : 155-167

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

A strategy for incorporating students’ interests into the high‐school science classroom

By  

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Vol. 52, Iss. 7, 2015-09 ,pp. : 949-978

John Wiley & Sons Inc

Access to resources Recommend Favorite

A Measurement Study of STEM Assessments

By  

SCHOOL SCIENCE AND MATHEMATICS, Vol. 115, Iss. 2, 2015-02 ,pp. : 66-74

John Wiley & Sons Inc

Access to resources Recommend Favorite

Teaching Multiple Modes of Representation in Middle‐School Science Classrooms: Impact on Student Learning and Multimodal Use

By  

SCHOOL SCIENCE AND MATHEMATICS, Vol. 115, Iss. 4, 2015-04 ,pp. : 186-199

John Wiley & Sons Inc

Access to resources Recommend Favorite

Examining the Impact and School‐Level Predictors of Impact Variability of an 8th Grade Reading Intervention on At‐Risk Students’ Reading Achievement

By  

LEARNING DISABILITIES RESEARCH & PRACTICE, Vol. 33, Iss. 1, 2018-02 ,pp. : 37-50

John Wiley & Sons Inc

Access to resources Recommend Favorite

Positionings of racial, ethnic, and linguistic minority students in high school biology class: Implications for science education in diverse classrooms

By  

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Vol. 52, Iss. 3, 2015-03 ,pp. : 347-370

John Wiley & Sons Inc

Access to resources Recommend Favorite