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Journal of Biological Education Volume 38, 2004 - Issue 2
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CASE STUDY

Biomind — A new biology curriculum that enables authentic inquiry learning

Michal Zion School of Education, Bar Ilan University, Ramat-Gan, Israel
,
Devora Shapira School of Education, Bar Ilan University, Ramat-Gan, Israel
,
Michaella Slezak School of Education, Bar Ilan University, Ramat-Gan, Israel
,
Efrat Link School of Education, Bar Ilan University, Ramat-Gan, Israel
,
Nurit Bashan School of Education, Bar Ilan University, Ramat-Gan, Israel
,
Miri Brumer School of Education, Bar Ilan University, Ramat-Gan, Israel
,
Talmona Orian National Biology Teaching Center, Science Education Center, Hebrew University, Jerusalem
,
R. Nussinovitch National Biology Teaching Center, Science Education Center, Hebrew University, Jerusalem
,
Bruria Agrest School of Education, Bar Ilan University, Ramat-Gan, Israel; The Ministry of Education, Israel
&
Ruth Mendelovici National Biology Teaching Center, Science Education Center, Hebrew University, Jerusalem
 show all
Pages 59-67 | Published online: 13 Dec 2010

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Carolina N. Spiegel, Gutemberg G. Alves, Tâ da S. Cardona, Leandra M. C. Melim, Mauricio R. M. Luz, Tania C. Araújo-Jorge & Andrea Henriques-Pons. (2008) Discovering the cell: an educational game about cell and molecular biology. Journal of Biological Education 43:1, pages 27-36.
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Hedda Falk, Gilat Brill & Anat Yarden. (2008) Teaching a Biotechnology Curriculum Based on Adapted Primary Literature. International Journal of Science Education 30:14, pages 1841-1866.
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M.ichal Zion & Irit Sadeh. (2007) Curiosity and open inquiry learning. Journal of Biological Education 41:4, pages 162-169.
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Articles from other publishers (16)

A. C. Cooper, K. M. Southard, J. B. Osness & M. S. Bolger. (2022) The Instructor’s Role in a Model-Based Inquiry Laboratory: Characterizing Instructor Supports and Intentions in Teaching Authentic Scientific Practices. CBE—Life Sciences Education 21:1.
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Maura A. E. Pilotti & Runna Al Ghazo. (2020) Sustainable Education Starts in the Classroom. Sustainability 12:22, pages 9573.
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Michal Zion, Renee S. Schwartz, Esther Rimerman-Shmueli & Idit Adler. (2018) Supporting Teachers’ Understanding of Nature of Science and Inquiry Through Personal Experience and Perception of Inquiry as a Dynamic Process. Research in Science Education 50:4, pages 1281-1304.
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Idit Adler, Michal Zion & Esther Rimerman-Shmueli. (2019) Fostering Teachers’ Reflections on the Dynamic Characteristics of Open Inquiry through Metacognitive Prompts. Journal of Science Teacher Education 30:7, pages 763-787.
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Xiying Li, Liusu Wang, Jiliang Shen, Jingying Wang, Weiping Hu, Yinghe Chen & Renhe Tian. (2018) ANALYSIS AND COMPARISON OF SCIENTIFIC INQUIRY ACTIVITIES IN EIGHT-GRADE PHYSICS TEXTBOOKS IN CHINA. Journal of Baltic Science Education 17:2, pages 229-238.
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Lisa C. Duffin, Michael P. Starling, Martha M. Day & Jennifer D. Cribbs. (2016) The Effects of a Consumer Chemistry Intervention on Urban At-Risk High School Students’ Performance, Utility Value, and Intentions to Pursue STEM. School Science and Mathematics 116:7, pages 356-365.
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Kamisah Osman, Lee Chuo Hiong & Rian Vebrianto. (2013) 21st Century Biology: An Interdisciplinary Approach of Biology, Technology, Engineering and Mathematics Education. Procedia - Social and Behavioral Sciences 102, pages 188-194.
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Irit Sadeh & Michal Zion. (2011) Which Type of Inquiry Project Do High School Biology Students Prefer: Open or Guided?. Research in Science Education 42:5, pages 831-848.
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Johanna G. Ferreira. (2012) Could the ‘evolution’ from biology to life sciences prevent ‘extinction’ of the subject field?. Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 31:1.
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Niwat Srisawasdi. 2012. Issues and Challenges in Science Education Research. Issues and Challenges in Science Education Research 93 106 .
Irit Sadeh & Michal Zion. (2009) The development of dynamic inquiry performances within an open inquiry setting: A comparison to guided inquiry setting. Journal of Research in Science Teaching 46:10, pages 1137-1160.
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Hedda Falk & Anat Yarden. (2009) “Here the Scientists Explain What I Said.” Coordination Practices Elicited During the Enactment of the Results and Discussion Sections of Adapted Primary Literature. Research in Science Education 39:3, pages 349-383.
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Michal Zion. (2007) On line Forums as a `Rescue Net' in an Open Inquiry Process. International Journal of Science and Mathematics Education 6:2, pages 351-375.
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Michal Zion, Smadar Cohen & Ruth Amir. (2007) The Spectrum of Dynamic Inquiry Teaching Practices. Research in Science Education 37:4, pages 423-447.
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Michal Zion & Michaela Slezak. (2005) It takes two to tango: In dynamic inquiry, the self-directed student acts in association with the facilitating teacher. Teaching and Teacher Education 21:7, pages 875-894.
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M. Zion, M. Slezak, D. Shapira, E. Link, N. Bashan, M. Brumer, T. Orian, R. Nussinowitz, D. Court, B. Agrest, R. Mendelovici & N. Valanides. (2004) Dynamic, open inquiry in biology learning. Science Education 88:5, pages 728-753.
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