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Direct linkKinyota, Mjege – International Journal of Science Education, 2020
Although Inquiry-Based Science Teaching (IBST) and the Nature of Science (NOS) are well documented as important aspects of teaching science subjects in schools, little research has been undertaken to understand how these aspects feature in secondary school science curricula in Tanzania. Thus, this study examined the extent to which IBST and NOS…
Descriptors: Secondary School Science, Scientific Principles, Science Education, Active Learning
