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The Journal of Educational Research Volume 109, 2016 - Issue 1
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Instructional efficiency of different discussion approaches in an outreach laboratory: Teacher-guided versus student-centered

Marlen GoldschmidtDepartment of Biology Education, University of Bayreuth, Bayreuth, Germany;Centre of Math & Science Education, Didactics of Biology, University of Bayreuth, Bayreuth, GermanyCorrespondence[email protected]
,
Franz-Josef ScharfenbergCentre of Math & Science Education, Didactics of Biology, University of Bayreuth, Bayreuth, Germany
&
Franz X. BognerCentre of Math & Science Education, Didactics of Biology, University of Bayreuth, Bayreuth, Germany
Pages 27-36 | Received 09 Dec 2013, Accepted 20 Apr 2014, Published online: 28 Dec 2015

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Hong-Yu Cheng & Lu Chen. (2022) Investigating how student-centered and teacher-centered teaching paradigms relate to the academic motivation and learning behaviors of secondary school students in China (Explorando las relaciones entre los modelos pedagógicos centrados en el estudiante y centrados en el docente y la motivación académica y conductas de aprendizaje de los estudiantes de secundaria en China). Journal for the Study of Education and Development 45:4, pages 906-938.
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Articles from other publishers (13)

Hong-Yu Cheng, Ru-Meng Tian & Xiao-Xue Mei. (2022) Comparing the behavioural differences of teachers and students in learner-centred classrooms between China and the USA. European Journal of Psychology of Education 38:1, pages 63-82.
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Julia Woithe, Andreas Müller, Sascha Schmeling & Jochen Kuhn. (2022) Motivational outcomes of the science outreach lab S'Cool LAB at CERN : A multilevel analysis . Journal of Research in Science Teaching 59:6, pages 930-968.
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Julia Mierdel & Franz X. Bogner. (2019) Investigations of Modellers and Model Viewers in an Out-of-School Gene Technology Laboratory. Research in Science Education 51:S2, pages 801-822.
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Jennifer Schneiderhan-Opel & Franz X. Bogner. (2021) The Effect of Environmental Values on German Primary School Students’ Knowledge on Water Supply. Water 13:5, pages 702.
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Hong-Yu Cheng & Qian-Ting Ding. (2020) Examining the behavioral features of Chinese teachers and students in the learner-centered instruction. European Journal of Psychology of Education 36:1, pages 169-186.
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Hannu Salmi, Helena Thuneberg, Franz X. Bogner & Kristof Fenyvesi. (2021) Individual Creativity and Career Choices of Pre-teens in the Context of a Math-Art Learning Event. Open Education Studies 3:1, pages 147-156.
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Sofoklis A. Sotiriou, Angelos Lazoudis & Franz X. Bogner. (2020) Inquiry-based learning and E-learning: how to serve high and low achievers. Smart Learning Environments 7:1.
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Alexandra Stöckert & Franz X. Bogner. (2020) Cognitive Learning about Waste Management: How Relevance and Interest Influence Long-Term Knowledge. Education Sciences 10:4, pages 102.
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Julia Mierdel & Franz X. Bogner. (2019) Comparing the Use of Two Different Model Approaches on Students’ Understanding of DNA Models. Education Sciences 9:2, pages 115.
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Julia Mierdel & Franz X. Bogner. (2019) Is creativity, hands-on modeling and cognitive learning gender-dependent?. Thinking Skills and Creativity 31, pages 91-102.
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Franz-Josef Scharfenberg, Andrea Möller, Katrin Kaufmann & Franz X. Bogner. 2019. Biologiedidaktische Forschung: Erträge für die Praxis. Biologiedidaktische Forschung: Erträge für die Praxis 229 249 .
Joannie St-Pierre. (2019) L’intervention éducative : quelles définitions, quels usages, quels ancrages ?1. Revue des sciences de l’éducation 44:3, pages 17-47.
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Yakup Demir & Aysegul Ucar. (2016) Project based learning using student clubs and short online videos, in-class activities. Project based learning using student clubs and short online videos, in-class activities.

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