The role of structured inquiry, open inquiry, and epistemological beliefs in developing secondary students’ scientific and mathematical literacies

Abstract Background The recommendation from national documents and reports to promote inquiry-related science activities has not been supported by recent studies, which have found the overall frequency of inquiry activities to be negatively associated with student learning outcomes. This study was i...

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Autors principals:	Hsin-Hui Wang, Zuway-R Hong, Hsiao-Ching She, Thomas J. Smith, Jill Fielding, Huann-shyang Lin
Format:	Artigo
Idioma:	Inglês
Publicat:	SpringerOpen 2022-02-01
Col·lecció:	International Journal of STEM Education
Matèries:	Epistemological beliefs Inquiry-related learning activities Mathematical literacy Scientific literacy Structural equation modelling
Accés en línia:	https://doi.org/10.1186/s40594-022-00329-z
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