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Professionalising primary school teachers in guiding inquiry-based learning
R.P. Verhoeff
, Martina S J van Uum
Science Education
Sub Biology Education
Eindhoven University of Technology
Research output
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Keyphrases
Inquiry-based Learning
100%
Teacher Professional Development
100%
Primary School Teachers
100%
Professionalizing
100%
Subject Matter Knowledge
33%
Teacher Knowledge
16%
Procedural
16%
Inquiry Process
16%
Inquiry Cycle
16%
Pedagogical Framework
16%
Inquiry Phases
16%
Social Subject
16%
Hard Scaffolds
16%
Soft Scaffolds
16%
Valuable Components
16%
Pretest-posttest Study
16%
Social Sciences
Primary School Teachers
100%
Inquiry-based Learning
100%
Development Planning
100%
Matter Knowledge
40%
Teacher Knowledge
20%
Teacher Professional Development
20%
Inquiry Process
20%