How do extrinsic school-level dynamics influence Turkish science teachers’ pedagogical preferences for teaching higher-order thinking through inquiry-based instruction?
Bibliographic Data
| ID | 22429362 |
|---|---|
| Authors | Selçuk Şahingöz (0000-0003-4884-7588, Gazi University, corresponding author) |
| Year | 2026 |
| Volume | 62 |
| Pages | 102267 |
| Publication date | 2026-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Thinking Skills and Creativity (JOURNAL) |
| Journal identifiers | ISSN: 1871-1871 • E-ISSN: 1878-0423 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.tsc.2026.102267 |
| OpenAlex | W7163040956 |
| Language | EN |
| References cited | 35 |
Critical thinking · Preference · Turkish · Education and Critical Thinking Development · Mathematics Education and Teaching Techniques · Science Education and Pedagogy
Inquiry-Based Instruction and Teaching About Nature of Science
The Measurement of Observer Agreement for Categorical Data
Guided inquiry in school science
Rethinking Science Education Practices
The use of educational technology in inquiry-based elementary science education
Enhancing scientific creativity through an inquiry-based teaching approach in secondary science classrooms
Forms of inquiry-based science instruction and their relations with learning outcomes
Assessment of practical science in high stakes examinations
Scientific Thinking and Critical Thinking in Science Education
Challenges in implementing constructivist approaches
A shift in pedagogical orientations of pre-service science teachers
Present in class yet absent in science
Factors predicting teachers' implementation of inquiry‐based teaching practices
Using performance assessments instead of high-stakes tests
Using thematic analysis in psychology
Teacher efficacy
Phases of inquiry-based learning
| Citation velocity | historical |
|---|---|
| Highly cited | No |