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Direct linkAdler, Idit; Zion, Michal; Rimerman-Shmueli, Esther – Journal of Science Teacher Education, 2019
This study examined teachers' expressions of the dynamic characteristics of open inquiry, which emphasize the scientific, continuous, and flexible thinking and affective aspects associated with the inquiry process. Metacognitive prompts supported teachers' reflections as they engaged in an open inquiry process. Using both qualitative and…
Descriptors: Reflective Teaching, Cues, Metacognition, Active Learning
Peer reviewedTamir, Pinchas; Ziv (Siew), Sari – Research in Science and Technological Education, 1998
Presents the self reports of Israeli junior high school teachers (N=40). Discusses the conditions and processes of teaching and learning science, and reports that teachers make good use of inquiry in teaching. Contains 20 references. (DDR)
Descriptors: Educational Strategies, Foreign Countries, Hands on Science, Inquiry
Peer reviewedTamir, Pinchas – Journal of Science Teacher Education, 1997
Describes a study on the extent to which different children hold animistic notions and the meaning of those notions. Explores the idea of preservice science teachers as researchers. (DDR)
Descriptors: Action Research, Concept Formation, Constructivism (Learning), Elementary Education
