Situating teachers’ developmental engineering experiences in an inquiry-based, laboratory learning environment

Patricia L. HardréDepartment of Educational Psychology, University of Oklahoma, 820 Van Vleet Oval, Collings 321, Norman, OK, USACorrespondence[email protected]

Chen LingDepartment of Educational Psychology, University of Oklahoma, 820 Van Vleet Oval, Collings 321, Norman, OK, USA

Randa L. ShehabDepartment of Educational Psychology, University of Oklahoma, 820 Van Vleet Oval, Collings 321, Norman, OK, USA

Mark A. NannyDepartment of Educational Psychology, University of Oklahoma, 820 Van Vleet Oval, Collings 321, Norman, OK, USA

Matthias U. NollertDepartment of Educational Psychology, University of Oklahoma, 820 Van Vleet Oval, Collings 321, Norman, OK, USA

Hazem RefaiDepartment of Educational Psychology, University of Oklahoma, 820 Van Vleet Oval, Collings 321, Norman, OK, USA

Christopher RamseyerDepartment of Educational Psychology, University of Oklahoma, 820 Van Vleet Oval, Collings 321, Norman, OK, USA

Jason HerronDepartment of Educational Psychology, University of Oklahoma, 820 Van Vleet Oval, Collings 321, Norman, OK, USA

Ebisa D. WollegaDepartment of Educational Psychology, University of Oklahoma, 820 Van Vleet Oval, Collings 321, Norman, OK, USA

Su-Min HuangDepartment of Educational Psychology, University of Oklahoma, 820 Van Vleet Oval, Collings 321, Norman, OK, USA

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Situating teachers’ developmental engineering experiences in an inquiry-based, laboratory learning environment

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