Learning “to do“ and learning “about“ inquiry at the same time: different outcomes in valuing the importance of various intellectual tasks in planning, enacting, and evaluating an inquiry curriculum

Author： Syer Cassidy  

Publisher： Springer Publishing Company

ISSN： 0020-4277

Source： Instructional Science, Vol.41, Iss.3, 2013-05, pp. : 521-537

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