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Download full textShruthi Venkatesh Reddy; Anna-Leena Kähkönen; Josephine Moate – Journal of Teacher Education and Educators, 2024
Teachers are increasingly expected to incorporate Project-based learning (PBL) pedagogy to teach science. While teachers' definitions and challenges in the use of PBL are widely studied, very few studies focus on the development of a teacher's knowledge of the use of PBL over multiple projects. The current research is an in-depth case study aimed…
Descriptors: Science Instruction, Scientific Concepts, Concept Mapping, Critical Incidents Method
