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International Journal of Science Education Volume 39, 2017 - Issue 2
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Articles

Primary teachers conducting inquiry projects: effects on attitudes towards teaching science and conducting inquiry

Sandra I. van Aalderen-SmeetsCenter for Science Education and Talent Development, Faculty of Behavioral, Management, and Social Sciences, University of Twente, Enschede, The NetherlandsCorrespondence[email protected]
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,
Juliette H. Walma van der MolenCenter for Science Education and Talent Development, Faculty of Behavioral, Management, and Social Sciences, University of Twente, Enschede, The NetherlandsView further author information
,
Erna G. W. C. M. van HestCollege of Child Development and Education, University of Amsterdam, Amsterdam, The NetherlandsView further author information
&
Cindy PoortmanCenter for Science Education and Talent Development, Faculty of Behavioral, Management, and Social Sciences, University of Twente, Enschede, The NetherlandsView further author information
Pages 238-256 | Received 30 May 2016, Accepted 23 Dec 2016, Published online: 18 Jan 2017

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Reece Mills, Chrystal Whiteford, Daniel Brown & Louisa Tomas. (2023) The efficacy of the Dimensions of Attitudes toward Science (DAS) for explaining primary preservice teachers’ intention to teach science. International Journal of Science Education 45:3, pages 165-180.
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Shuchen Guo, Cheng Liu & Enshan Liu. (2022) An exploration of multilevel effects of student- and school-factors on elementary students’ attitudes towards science. International Journal of Science Education 44:15, pages 2330-2352.
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Elizabeth White, Claire Dickerson & Julia Mackintosh. (2022) ‘I have enjoyed teaching science more’: changing the attitudes of primary teachers and pupils towards science. PRACTICE 4:3, pages 137-153.
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Angela Fitzgerald, Kimberley Pressick-Kilborn & Reece Mills. (2021) Primary teacher educators’ practices in and perspectives on inquiry-based science education: insights into the Australian landscape. Education 3-13 49:3, pages 344-356.
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Deborah Pino-Pasternak & Simone Volet. (2018) Evolution of pre-service teachers’ attitudes towards learning science during an introductory science unit. International Journal of Science Education 40:12, pages 1520-1541.
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C. Aaron Price & A. Chiu. (2018) An experimental study of a museum-based, science PD programme’s impact on teachers and their students. International Journal of Science Education 40:9, pages 941-960.
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Articles from other publishers (10)

Ioannis Vlachos, Georgios Stylos & Konstantinos T. Kotsis. (2024) Primary school teachers’ attitudes towards experimentation in physics teaching. European Journal of Science and Mathematics Education 12:1, pages 60-70.
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Demet Şahin Kalyon & Yasemin Özdem Yılmaz. (2023) The Development of Pre-service Primary Teachers’ Understanding and Skills of Argumentation through Argument Driven Inquiry. Science & Education.
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Faisal & Sonya N. Martin. (2022) Exploring Indonesian Biology Teachers’ Perceptions and Attitudes Towards Socio-Scientific Issues-Based Instruction. Asia-Pacific Science Education 8:1, pages 256-291.
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Christina Egger. (2022) Beobachtungen und Schlussfolgerungen im forschungsorientierten Lernen im SachunterrichtObservations and evidence-based reasoning in inquiry-oriented learning in science education. Zeitschrift für Grundschulforschung 15:1, pages 187-204.
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Radu Bogdan Toma. (2021) Effect of confirmation and structured inquiry on attitudes toward school science. School Science and Mathematics 122:1, pages 16-23.
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Christine V. McDonald, Helen Klieve & Harry Kanasa. (2019) Exploring Australian Preservice Primary Teachers’ Attitudes Toward Teaching Science Using the Dimensions of Attitude toward Science (DAS). Research in Science Education 51:5, pages 1325-1348.
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Vesal Dini, Lama Jaber & Ethan Danahy. (2019) Dynamics of Scientific Engagement in a Blended Online Learning Environment. Research in Science Education 51:2, pages 439-467.
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Gloria Marlen Aldana de Becerra, Doris Amparo Babativa Novoa, Gilma Jeannette Caraballo Martínez & César Armando Rey Anacona. (2020) Escala de actitudes hacia la investigación (EACIN): Evaluación de sus propiedades psicométricas en una muestra colombiana. CES Psicología 13:1, pages 89-103.
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MªJosé Sáez Bondía, Ángel Luis Cortés Gracia, María José Gil Quílez, Begoña Martínez Peña & Santos Orejudo Hernández. (2019) ¿Qué relación existe entre las ideas de los maestros en formación inicial sobre indagación y evaluación en ciencias?. Ápice. Revista de Educación Científica 3:2, pages 93-108.
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Simone Volet, Cheryl Jones & Marja Vauras. (2019) Attitude-, group- and activity-related differences in the quality of preservice teacher students' engagement in collaborative science learning. Learning and Individual Differences 73, pages 79-91.
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