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Umesh Ramnarain, Thandiwe Dlamini, Garima Bansal & Thasmai Dhurumraj. (2022) Life Sciences teachers’ practices of informal formative assessment in inquiry-based teaching. International Journal of Science Education 44:18, pages 2745-2762.
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Noel M. Makwinya, David H. McKinnon & Geoffrey W. Lummis. (2022) Depicting science teachers’ concerns regarding the Tanzanian inquiry-based science curriculum. International Journal of Science Education 44:12, pages 1978-1993.
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Estelle Gaigher, Annemarie Hattingh, Judith Lederman & Norman Lederman. (2022) Understandings About Scientific Inquiry in a South African School Prioritizing STEM. African Journal of Research in Mathematics, Science and Technology Education 26:1, pages 13-23.
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M. Penn, U. Ramnarain, M. Kazeni, T. Dhurumraj, L. Mavuru & S. Ramaila. (2021) South African primary school learners’ understandings about the nature of scientific inquiry. Education 3-13 49:3, pages 263-274.
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G. Bansal & U. Ramnarain. (2021) Inquiry-Based Science Education in Primary Schools. Education 3-13 49:3, pages 259-262.
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Tamirirofa Chirikure, Paul Hobden & Sally Hobden. (2018) Exploring Zimbabwean Advanced Level Chemistry Students’ Approaches to Investigations from a Learning Perspective. African Journal of Research in Mathematics, Science and Technology Education 22:1, pages 60-69.
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Dina Zoe Belluigi & Georgina Cundill. (2017) Establishing enabling conditions to develop critical thinking skills: a case of innovative curriculum design in Environmental Science. Environmental Education Research 23:7, pages 950-971.
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Jürgen Paul, Norman G. Lederman & Jorge Groß. (2016) Learning experimentation through science fairs. International Journal of Science Education 38:15, pages 2367-2387.
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Articles from other publishers (18)
Umesh Ramnarain. (2022) South African Science Teachers’ Experiences of Inquiry-Based Teaching at Disadvantaged Schools. Research in Science Education 53:4, pages 727-740.
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Mafor Penn & Umesh Ramnarain. (2021) South African Grade 12 Science Students’ Understandings of Scientific Inquiry. Science & Education 31:3, pages 635-656.
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Israel Kibirige, William Lesiba Teffo & Suresh Singh. (2022) Investigating Teachers’ Perceptions of Facilitating Scientific Investigations. Eurasia Journal of Mathematics, Science and Technology Education 18:2, pages em2074.
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Ozgur Kivilcan Dogan. (2020) Methodological? Or Dialectical?: Reflections of Scientific Inquiry in Biology Textbooks. International Journal of Science and Mathematics Education 19:8, pages 1563-1585.
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Einat Ben Eliyahu, Orit Ben Zvi Assaraf & Judith S. Lederman. (2020) Do Not Just Do Science Inquiry, Understand It! The Views of Scientific Inquiry of Israeli Middle School Students Enrolled in a Scientific Reserve Course. Research in Science Education 51:4, pages 1073-1091.
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Umesh Dewnarain Ramnarain. (2020) Exploring the Autonomy of South African School Science Students when Doing Investigative Inquiries for a Science Fair. Eurasia Journal of Mathematics, Science and Technology Education 16:12, pages em1911.
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Justin Dunn & Umesh Ramnarain. (2020) The Effect of Simulation-Supported Inquiry on South African Natural Sciences Learners’ Understanding of Atomic and Molecular Structures. Education Sciences 10:10, pages 280.
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Eunjin Cho. (2020) Investigation into Tenth Graders’ Understanding of the “Nature of Scientific Inquiry”. Journal of the Korean earth science society 41:3, pages 273-290.
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Nihal DOGAN, Çiğdem HAN TOSUNOĞLU, Ferah ÖZER & Banu AKKAN. (2020) Ortaokul Öğrencilerinin Bilimsel Sorgulama Görüşleri: Cinsiyet, Sınıf Düzeyi ve Okul Türü Değişkenlerinin İncelenmesi. Pamukkale University Journal of Education 49, pages 162-189.
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Hatice BAYKARA & Zeha YAKAR. (2020) Preservice Science Teachers’ Views about Scientific Inquiry: The Case of Turkey and Taiwan. Turkish Online Journal of Qualitative Inquiry, pages 161-192.
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Angela Stott & Annemarie Hattingh. (2020) Pre-service teachers’ views about the nature of science and scientific inquiry: The South African case. South African Journal of Education 40:1, pages 1-12.
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Muntholib, AH Mauliya, Y Utomo & MS Ibnu. (2020) Assessing high school student’s chemical literacy on salt hydrolysis. IOP Conference Series: Earth and Environmental Science 456:1, pages 012065.
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Muntholib, Y N Pratiwi, Yahmin & Parlan. (2019) Chemistry Teachers’ Views about Scientific Inquiry: A Study in East Java Province of Indonesia. Journal of Physics: Conference Series 1227:1, pages 012007.
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Judith Lederman, Norman Lederman, Selina Bartels, Juan Jimenez, Mark Akubo, Shereen Aly, Chengcheng Bao, Estelle Blanquet, Ron Blonder, Mariana Bologna Soares de Andrade, Catherine Buntting, Mustafa Cakir, Heba EL-Deghaidy, Ahmed ElZorkani, Estelle Gaigher, Shuchen Guo, Arvi Hakanen, Soraya Hamed Al-Lal, Cigdem Han-Tosunoglu, Annemarie Hattingh, Anne Hume, Serhat Irez, Gillian Kay, Ozgur Kivilcan Dogan, Kerstin Kremer, Pi-Chu Kuo, Jari Lavonen, Shu-Fen Lin, Cheng Liu, Enshan Liu, Shiang-Yao Liu, Bin Lv, Rachel Mamlok-Naaman, Christine McDonald, Irene Neumann, Yaozhen Pan, Eric Picholle, Ana Rivero García, Carl-Johan Rundgren, David Santibáñez-Gómez, Kathy Saunders, Renee Schwartz, Frauke Voitle, Jakob von Gyllenpalm, Fangbing Wei, Jocelyn Wishart, Zhifeng Wu, Huang Xiao, Yalcin Yalaki & Qiaoxue Zhou. (2019) An international collaborative investigation of beginning seventh grade students' understandings of scientific inquiry: Establishing a baseline. Journal of Research in Science Teaching 56:4, pages 486-515.
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. (2018) Filling gaps and expanding spaces – voices of student teachers on their developing teacher identity. South African Journal of Education 38:2.
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Joaquín Martínez-Torregrosa, Ruben Limiñana, Asunción Menargues & Rafael Colomer. (2018) IN-DEPTH TEACHING AS ORIENTED-RESEARCH ABOUT SEASONS AND THE SUN/EARTH MODEL: EFFECTS ON CONTENT KNOWLEDGE ATTAINED BY PRE-SERVICE PRIMARY TEACHERS. Journal of Baltic Science Education 17:1, pages 97-119.
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성희수, Chun Jaesun & Shin Jung Yun. (2016) Pre - service Biology Teachers‘ Understanding about Nature of the Scientific Inquiry - The Views about Scientific Inquiry (VASI) QuestIonnaire -. BIOLOGY EDUCATION 44:2, pages 191-209.
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Umesh Ramnarain. (2016) Understanding the influence of intrinsic and extrinsic factors on inquiry-based science education at township schools in South Africa. Journal of Research in Science Teaching 53:4, pages 598-619.
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