Science Teachers’ Personal Epistemology and Inquiry Based Teaching

Mahmood Ahmed Dool; Ammat-Ur- Rahman Soomro; Abdul Karim Suhag; Maryam Hussain

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Science Teachers’ Personal Epistemology and Inquiry Based Teaching

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British Journal of Education, Learning and Development Psychology

Vol. 1Issue 22019pp. 16–19Published 25 January 2019

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Abstract:

The aim of this discussion is to highlight the importance of education generally and science education particularly. Moreover, it tries to investigate the relationship between science teachers’ personal epistemology & science education generally and inquiry-based teaching particularly followed by the summary.

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Copyrights

Authors retain copyright in their articles and have unrestricted rights to reuse, republish, archive, share, and distribute their work after publication.
All articles are published open access under the Creative Commons Attribution 4.0 International (CC BY 4.0) licence, which permits use, sharing, adaptation, distribution, and reproduction in any medium or format, including for commercial purposes, provided appropriate credit is given to the original author(s) and source.