Reforming science teaching¶
Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 1-12.
Cited by¶
1 citation across 1 artifact.
Each citation links to the sentence it supports in the citing article.
Primes¶
- Inquiry-Based Learning
- Anderson (2002) anchors the structural signature of inquiry instruction — epistemic practice, investigation cycle, disciplinary noviceship, guided scaffolding, evidence-based argumentation, phenomena-anchored learning — in his survey of reform-based science teaching, treating "scientific habits of mind" and the inquiry cycle as its defining features.
This sourceSurvey of reform-based science teaching that articulates the inquiry cycle and "scientific habits of mind" as the structural signature of inquiry instruction.
- Anderson (2002) anchors the structural signature of inquiry instruction — epistemic practice, investigation cycle, disciplinary noviceship, guided scaffolding, evidence-based argumentation, phenomena-anchored learning — in his survey of reform-based science teaching, treating "scientific habits of mind" and the inquiry cycle as its defining features.
Verification¶
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