South African Grade 12 Science Students’ Understandings of Scientific Inquiry
Bibliographic Data
| ID | 21585837 |
|---|---|
| Authors | Mafor Penn (0000-0001-6217-328X, University of Johannesburg), Umesh Ramnarain (0000-0003-4548-5913, University of Johannesburg, corresponding author) |
| Year | 2022 |
| Volume | 31 |
| Issue | 3 |
| Pages | 635-656 |
| Publication date | 2022-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science & Education (JOURNAL) |
| Journal identifiers | ISSN: 0926-7220 • E-ISSN: 1573-1901 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11191-021-00259-2 |
| OpenAlex | W3203030502 |
| Language | EN |
| Citations received | 1 |
| References cited | 20 |
Elite · Mathematics education · Pedagogy · Political science · Science education · Sociology · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Psychology · Science Education and Pedagogy
Meaningful assessment of learners' understandings about scientific inquiry-The views about scientific inquiry (Vasi) questionnaire
What Do Students Gain by Engaging in Socioscientific Inquiry?
Qualitative Content Analysis
Navigating Alarming Media Messages About Nutrition and Health
Inquiry in science education
Teaching Scientific Practices
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |