Effective, sustained inquiry-based instruction promotes higher science proficiency among all groups: A 5-year analysis

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JC Marshall, DM Alston - Journal of Science Teacher Education, 2014 - Springer

Effective, sustained inquiry-based instruction promotes higher science proficiency among all groups: A 5-year analysis.

Science teachers

Marshall

GSID: WHzUrtdVbpEJ

Excerpt

Student's performance in science classrooms has continued to languish throughout the USA. Even though proficiency rates on national tests such as National Assessment of …

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