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Publisher: Routledge, part of the Taylor & Francis Group

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Volume 36, Number 12, 13 August 2014

Do Different Levels of Inquiry Lead to Different Learning Outcomes? A comparison between guided and structured inquiry
pp. 1937-1959(23)
Authors: Bunterm, Tassanee; Lee, Kerry; Ng Lan Kong, Jeremy; Srikoon, Sanit; Vangpoomyai, Penporn; Rattanavongsa, Jareunkwan; Rachahoon, Ganya

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Contributions of Learning Through Analogies to the Construction of Secondary Education Pupils’ Verbal Discourse about Chemical Change
pp. 1960-1984(25)
Authors: Aragón, María del Mar; Oliva, José M.; Navarrete, Antonio

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‘Just Be Quiet and Listen to Exactly What He's Saying': Conceptualising power relations in inquiry-oriented classrooms
pp. 2029-2054(26)
Authors: Donnelly, Dermot Francis; McGarr, Oliver; O'Reilly, John

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Developing a Professional Identity as an Elementary Teacher of Nature of Science: A self-study of becoming an elementary teacher
pp. 2055-2082(28)
Authors: Akerson, Valarie L.; Pongsanon, Khemmawadee; Weiland, Ingrid S.; Nargund-Joshi, Vanashri

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A Randomized Study of a Literacy-Integrated Science Intervention for Low-Socio-economic Status Middle School Students: Findings from first-year implementation
pp. 2083-2109(27)
Authors: Tong, Fuhui; Irby, Beverly J.; Lara-Alecio, Rafael; Guerrero, Cindy; Fan, Yinan; Huerta, Margarita

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