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Direct linkLuvanga, Baraka Gaitan; Mkimbili, Selina Thomas – African Journal of Research in Mathematics, Science and Technology Education, 2020
This paper presents the findings of a study that explored the link between teachers' views on the challenges to inquiry-based science teaching (IBST) practice in the chemistry classroom and their need for professional development. The study used a multiple case study design and collected data using interviews. Participants were purposively…
Descriptors: Active Learning, Inquiry, Science Instruction, Chemistry
