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Koomen, Michele Hollingsworth; Blair, Robert; Young-Isebrand, Elisabeth; Oberhauser, Karen S. – Electronic Journal of Science Education, 2014
We used a mixed-methods study to understand the nature of classroom instruction and the enactments of inquiry with nine teachers after an extensive professional development (PD). The "Summer Ecology Institute for Teachers" focused on science as a process and included mentoring by scientists and science educators. We validated our…
Descriptors: Science Teachers, Teaching Methods, Faculty Development, Science Instruction