The Impact of Pre-service Teachers’ Pedagogical Beliefs on Teaching Science as Inquiry: A Silent Antagonist for Effective Inquiry-Based Science Lessons
Teachers’ beliefs are strong predictors of their practices. They guide how teachers understand the implementation of effective inquiry-based lessons. The cross-case analysis indicated that the fundamental problems observed in many Thai pre-service science teachers’ classroom inquiries stemmed from t...
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| Autors principals: | , , |
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| Format: | Artigo |
| Idioma: | Inglês |
| Publicat: |
ICASE
2022-03-01
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| Col·lecció: | Science Education International |
| Matèries: | |
| Accés en línia: | http://www.icaseonline.net/journal/index.php/sei/article/view/369 |
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