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Demircioglu, Tuba; Ucar, Sedat – Educational Sciences: Theory and Practice, 2015
The aim of this study is to investigate the effect of argument-driven inquiry (ADI) based laboratory instruction on the academic achievement, argumentativeness, science process skills, and argumentation levels of pre-service science teachers in the General Physics Laboratory III class. The study was conducted with 79 pre-service science teachers.…
Descriptors: Foreign Countries, Preservice Teachers, Preservice Teacher Education, Science Laboratories
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Doganay, Ahmet; Ozturk, Ayse – Educational Sciences: Theory and Practice, 2011
This comparative case study aimed to investigate whether experienced elementary school teachers' science and technology teaching processes differed from inexperienced teachers' teaching processes in terms of using metacognitive strategies. 14 elementary school teachers, including 7 experienced and 7 inexperienced, participated in the study. The…
Descriptors: Observation, Interviews, Metacognition, Content Analysis
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Cooper, Hilary; Dilek, Dursun – Educational Sciences: Theory and Practice, 2007
This study is part of a larger ongoing project. In this project, the documents (video recordings and transcripts) which were collected by the recording of history lessons that were taught in different countries, have been analyzed in order to identify ways in which children are involved in historical enquiry rather than didactic teaching, as a…
Descriptors: Action Research, Foreign Countries, Comparative Analysis, History Instruction