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Direct linkChen, Hsiang-Ting; Wang, Hsin-Hui; Lin, Huann-Shyang; Lawrenz, Frances P.; Hong, Zuway-R. – International Journal of Science Education, 2014
This longitudinal study explores the effects of an after-school, inquiry-based science intervention on improving low-achieving elementary school children's affective perceptions of learning science (APLS) and positive thinking. Thirty-nine low-achieving children nominated by their teachers attended a three-semester intervention and formed the…
Descriptors: Longitudinal Studies, After School Programs, Inquiry, Active Learning
