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Direct linkTaylor, Dale L.; Lelliott, Anthony D. – Research in Science Education, 2022
Inquiry-based science instruction (IBSI) has the potential to contribute to social justice through widening participation and success in science. However, teachers struggle to implement IBSI because of contextual factors. The purpose of this paper is to explore the use of agency as a framework for understanding teachers' decision-making, by asking…
Descriptors: Professional Autonomy, Social Justice, Active Learning, Inquiry
