Relationships between High School Teachers’ Understanding and their Reported Practices of Inquiry-based Pedagogy in Science Classrooms in Nigeria

Journal article

Open access

Ayodele Abosede Ogegbo

2021

Handle:

https://hdl.handle.net/10210/493733

Abstract

Inquiry-based practices

Science instruction

Teacher’s understanding

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Title: Relationships between High School Teachers’ Understanding and their Reported Practices of Inquiry-based Pedagogy in Science Classrooms in Nigeria
Creators - without role: Ayodele Abosede Ogegbo
Identifiers: 9910689407691
Academic Unit: Department of Science and Technology Education
Resource Type: Journal article