Developing teaching responsiveness to children’s inquiry in science: A case study of professional development for pre-school teachers
Supporting inquiry in the science classroom is challenging work, demanding that teachers utilize abilities for addressing and responding to children’s inquiry. These abilities include, (a) knowledge of the various forms of in-class scientific inquiry; (b) abilities for evaluating elements of childre...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | Danish |
| Published: |
University of Oslo
2013-04-01
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| Series: | Nordina: Nordic Studies in Science Education |
| Online Access: | https://journals.uio.no/nordina/article/view/627 |