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Direct linkIsik-Ercan, Zeynep – International Journal of Science Education, 2020
This qualitative case study documents pedagogical changes from a traditional teacher-centred instruction to an inquiry-based integrated literacy/science instruction in an urban second grade classroom. Social constructivist learning, where teachers and learners engage in discussion, argumentation, shared collective discourse, guided practice and…
Descriptors: Inquiry, Grade 2, Elementary School Students, Science Instruction
