Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 2 |
Descriptor
| Active Learning | 2 |
| Inquiry | 2 |
| Sequential Learning | 2 |
| Achievement Gains | 1 |
| Chemistry | 1 |
| Control Groups | 1 |
| Correlation | 1 |
| Curriculum Implementation | 1 |
| Experimental Groups | 1 |
| Foreign Countries | 1 |
| Gender Differences | 1 |
| More ▼ | |
Author
| Szalay, L. | 1 |
| Tóth, Z. | 1 |
| White, Jonathan J. | 1 |
Publication Type
| Journal Articles | 2 |
| Tests/Questionnaires | 2 |
| Reports - Descriptive | 1 |
| Reports - Research | 1 |
Education Level
| Higher Education | 1 |
| Secondary Education | 1 |
Audience
Location
| Hungary | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkWhite, Jonathan J. – PRIMUS, 2017
A problem sequence is presented developing the basic properties of the set of natural numbers (including associativity and commutativity of addition and multiplication, among others) from the Peano axioms, with the last portion using von Neumann's construction to provide a model satisfying these axioms. This sequence is appropriate for…
Descriptors: Numbers, Sequential Learning, Active Learning, Inquiry
Szalay, L.; Tóth, Z. – Chemistry Education Research and Practice, 2016
This is the start of a road map for the effective introduction of inquiry-based learning in chemistry. Advantages of inquiry-based approaches to the development of scientific literacy are widely discussed in the literature. However, unless chemistry educators take account of teachers' reservations and identified disadvantages such approaches will…
Descriptors: Foreign Countries, Science Education, Science Instruction, Chemistry
