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International Journal of Science Education Volume 17, 1995 - Issue 2
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Original Articles

A study of the effectiveness of a guided open‐ended approach to physics experiments

S. G. Gangoli Department of Physics, Regional College of Education (NCERT), Mysore 570 006, India
&
C. Gurumurthy Lecturer in Physics, Ramakrishna Institute of Moral and Spiritual Education, Mysore 570 020, India
Pages 233-241 | Published online: 24 Feb 2007

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Per Morten Kind & Vanessa Kind. (2007) Creativity in Science Education: Perspectives and Challenges for Developing School Science. Studies in Science Education 43:1, pages 1-37.
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Articles from other publishers (13)

Grzegorz P. Karwasz & Katarzyna Wyborska. (2023) How Constructivist Environment Changes Perception of Learning: Physics Is Fun. Education Sciences 13:2, pages 195.
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Feride ŞAHİN & Fatma ŞAŞMAZÖREN. (2022) Farklı Bilişsel Stildeki Fen Bilgisi Öğretmen Adaylarının Rehberli Sorgulamanın Uygulandığı Laboratuvar Uygulamalarına İlişkin GörüşleriThe Views of Prospective Science Teachers with Different Cognitive Styles about Laboratory Practices Where Guided Inquiry Is Implemented. Anadolu Journal of Educational Sciences International 12:2, pages 630-664.
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Umberto Scotti di Uccio, Arturo Colantonio, Silvia Galano, Irene Marzoli, Fabio Trani & Italo Testa. (2020) Development of a construct map to describe students’ reasoning about introductory quantum mechanics. Physical Review Physics Education Research 16:1.
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Özlem ERYILMAZ MUŞTU, Hülya ERTAŞ KILIÇ & Ahmet İlhan ŞEN. (2018) Fen Bilgisi Öğretmenliği Lisans Öğrencilerinin Açık Uçlu Deneylere İlişkin Görüşleri: Deney GünlükleriScience Teacher Education Undergraduate Students’ Opinions About Open-Ended Experiments: Experiment Diaries. Sakarya University Journal of Education 8:3, pages 158-175.
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Yohan Hwang, Kongju Mun & Yunebae Park. (2016) Study of Perception on Programming and Computational Thinking and Attitude toward Science Learning of High School Students through Software Inquiry Activity: Focus on using Scratch and physical computing materials. Journal of The Korean Association For Science Education 36:2, pages 325-335.
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Bülent Aydoğdu, Serkan Buldur & Sebahattin Kartal. (2013) The Effect of Open-ended Science Experiments based on Scenarios on the Science Process Skills of the Pre-Service Teachers. Procedia - Social and Behavioral Sciences 93, pages 1162-1168.
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Mi-Hee Jo & Jong-Hee Kim. (2010) The Effects of MBL on the Middle School Students' Graphing Skill and Science Process Skill in Earth Science Class. Journal of the Korean earth science society 31:6, pages 637-646.
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Cha Heeyoung, Juneuy Hong & 박소영. (2010) Comparison of Verbal Interactions between Students Performing the Closed Inquiry and the Guided in Enzyme Experiment Class using MBL. BIOLOGY EDUCATION 38:1, pages 15-25.
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Sung-Bong Choi. (2008) The Effects of MBL-Used Instruction on Scientific Inquiry Skill and Graph Construction and Interpreting Abilities of Middle School Students. Journal of the Korean earth science society 29:6, pages 487-494.
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Steven C. Sahyun, Jeffrey M. Polak & Christopher J. Moore. (2006) Undergraduate student laboratory experience at the Synchrotron Radiation Center. American Journal of Physics 74:11, pages 987-991.
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Michel Beney & Marie-Geneviève Séré. 2003. Teaching and Learning in the Science Laboratory. Teaching and Learning in the Science Laboratory 65 78 .
MUHAMMAD SHAHRIN, KOK‐AUN TOH, BOON‐TIONG HO & JESSIE WONG. (2011) Performance Assessment: Is Creative Thinking Necessary?. The Journal of Creative Behavior 36:2, pages 77-87.
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Donna L. Rigano & Stephen M. Ritchie. (1995) Student disclosures of fraudulent practice in school laboratories. Research in Science Education 25:4, pages 353-363.
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