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Rieke Ammoneit, Christoph Reudenbach & Carina Peter. (2024) Developing geographic computer modeling competencies in higher education. Journal of Geography in Higher Education 48:3, pages 345-367.
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Sheba D.Mani, Pathiyil Ravi Shankar & Thulasimani Munohsamy. (2024) Inquiry-based approach to pandemics throughout history: understanding healthcare students’ learning experience. Learning: Research and Practice 10:1, pages 29-43.
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Dominik Šmida, Elena Čipková & Michael Fuchs. (2024) Developing the test of inquiry skills: measuring the level of inquiry skills among pupils in Slovakia. International Journal of Science Education 46:1, pages 73-108.
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Pamela Esprívalo Harrell, Ruthanne Thompson & Julie Waid. (2023) Using inquiry-based learning to develop Earth science pedagogical content knowledge: impact of a long-term professional development program. Research in Science & Technological Education 41:4, pages 1519-1538.
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Marjorie Wonham & Ryan Derby-Talbot. (2023) Questions instead of majors: implementing a self-authored concentration program. Studies in Higher Education 48:4, pages 582-594.
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Kari Spernes & Hilde Wågsås Afdal. (2023) Scientific methods assignments as a basis for developing a profession-oriented inquiry-based learning approach in teacher education. European Journal of Teacher Education 46:2, pages 241-255.
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Torun Granstrøm Ekeland. (2022) Designing and Reflecting on Process Quality: A Case Study of Encounters and Clashes among First-year Students in Teacher Education. Scandinavian Journal of Educational Research 66:6, pages 977-990.
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Marie Leijon, Petri Gudmundsson, Patricia Staaf & Cecilia Christersson. (2022) Challenge based learning in higher education– A systematic literature review. Innovations in Education and Teaching International 59:5, pages 609-618.
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Elena Mäkiö, Freeha Azmat, Bilal Ahmad, Robert Harrison & Armando Walter Colombo. (2022) T-CHAT educational framework for teaching cyber-physical system engineering. European Journal of Engineering Education 47:4, pages 606-635.
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Nattalia Godbold, Tsai-Yu (Amy) Hung & Kelly E. Matthews. (2022) Exploring the role of conflict in co-creation of curriculum through engaging students as partners in the classroom. Higher Education Research & Development 41:4, pages 1104-1118.
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Daniel Loton, Cameron Stein, Philip Parker & Mary Weaven. (2022) Introducing block mode to first-year university students: a natural experiment on satisfaction and performance. Studies in Higher Education 47:6, pages 1097-1120.
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Beth Archer-Kuhn, Yeonjung Lee, Jennifer Hewson & Victoria Burns. (2022) Growing together: cultivating inquiry-based learning in social work education. Social Work Education 41:3, pages 333-353.
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Arlesa J. Shephard & Sanjukta A. Pookulangara. (2022) Teaching slow fashion: an inquiry-based pedagogical approach. International Journal of Fashion Design, Technology and Education 15:1, pages 109-119.
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Fredrik Asplund & Elias Flening. (2022) Boundary spanning at work placements: challenges to overcome, and ways to learn in preparation for early career engineering. European Journal of Engineering Education 47:1, pages 50-69.
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Li-Ting Cheng, Thomas J. Smith, Zuway-R. Hong & Huann-shyang Lin. (2021) Gender and STEM background as predictors of college students’ competencies in forming research questions and designing experiments in inquiry activities. International Journal of Science Education 43:17, pages 2866-2883.
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Natalie R. Beltrano, Beth Archer-Kuhn & Stacey MacKinnon. (2021) Mining for gold and finding only nuggets: attempting a rapid systematic review, on trust in higher education IBL classrooms. Teachers and Teaching 27:1-4, pages 300-315.
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Beth Archer-Kuhn. (2020) Putting Social Justice in Social Work Education with Inquiry-Based Learning. Journal of Teaching in Social Work 40:5, pages 431-448.
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Kuan-Huei Lee. (2020) The future of Bird Bird Restaurant at a Crossroad. Asia Pacific Journal of Tourism Research 25:10, pages 1098-1108.
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Ghada Awada, Jack Burston & Rosie Ghannage. (2020) Effect of student team achievement division through WebQuest on EFL students’ argumentative writing skills and their instructors’ perceptions. Computer Assisted Language Learning 33:3, pages 275-300.
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Crina Damsa & Hanni Muukkonen. (2020) Conceptualising pedagogical designs for learning through object-oriented collaboration in higher education. Research Papers in Education 35:1, pages 82-104.
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Oguz A. Acar & Aybars Tuncdogan. (2019) Using the inquiry-based learning approach to enhance student innovativeness: a conceptual model. Teaching in Higher Education 24:7, pages 895-909.
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Alberta St. John James & Anthony Kent. (2019) Clothing Sustainability and Upcycling in Ghana. Fashion Practice 11:3, pages 375-396.
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Said S. Al-Ismaily, Anvar R. Kacimov, Ali K. Al-Maktoumi & Hamad A. Al-Busaidi. (2019) Progressing from direct instruction to structured and open inquiry-based teaching in a bachelor of soil sciences program: Experience at the National University in Oman. Journal of Geoscience Education 67:1, pages 3-19.
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Rose Sebastianelli. (2018) Multiple student learning objectives in basic business statistics: Strategies, assessment, and recommendations. Journal of Education for Business 93:7, pages 341-352.
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Paul Lapoule & Richard Lynch. (2018) The case study method: exploring the link between teaching and research. Journal of Higher Education Policy and Management 40:5, pages 485-500.
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Sue Gordon & Ian Thomas. (2018) ‘The learning sticks’: reflections on a case study of role-playing for sustainability. Environmental Education Research 24:2, pages 172-190.
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Hanna Kienzler & Carolyn Fontanesi. (2017) Learning through inquiry: a Global Health Hackathon. Teaching in Higher Education 22:2, pages 129-142.
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Burçak Altay, Gülnur Ballice, Ebru Bengisu, Sevinç Alkan-Korkmaz & Eda Paykoç. (2016) Embracing student experience in inclusive design education through learner-centred instruction. International Journal of Inclusive Education 20:11, pages 1123-1141.
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Jonathan Warwick. (2016) Characterizing Student Expectations: A Small Empirical Study. PRIMUS 26:5, pages 406-423.
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Stavroula Golfomitsou. (2015) Educating future professionals in conservation science: The challenges of an interdisciplinary field. Studies in Conservation 60:sup2, pages 39-47.
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José Luis Zafra-Gómez, Isabel Román-Martínez & María Elena Gómez-Miranda. (2015) Measuring the impact of inquiry-based learning on outcomes and student satisfaction. Assessment & Evaluation in Higher Education 40:8, pages 1050-1069.
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Min Yang. (2015) Promoting self-sustained learning in higher education: the ISEE framework. Teaching in Higher Education 20:6, pages 601-613.
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Luis Mendiola Luna, Alejandro Beltran, Martha Fuentes, Fatima Zeferino & Lauren Heidbrink. Inclusive Undergraduate Research Opportunities for Undocumented Students. Journal of First-generation Student Success 0:0, pages 1-11.
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