Promoting students' understanding of scientific inquiry through explicit instruction: Results of a classroom-based intervention
Jari Lavonen; Kalle Juuti; Jarkko Lampiselkä; Anna Uitto; Kaisa Hahl; Odilla Finlayson; Roser Pinto (Hrsg). Electronic Proceedings of the ESERA 2015 Conference : Science education research: Engaging learners for a sustainable future : Part 1 Strand 1: Learning science: Conceptual understanding. Bd. 1. Utrecht: ESERA European Science Education Research Association 2015 S. 150 - 157
Erscheinungsjahr: 2015
ISBN/ISSN: 978-951-51-1541-6
Publikationstyp: Diverses (Konferenzbeitrag)
Sprache: Englisch
| Geprüft: | Bibliothek |
Autoren
Vorholzer, Andreas (Autor)
