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Download full textMataka, Lloyd M.; Taibu, Rex – Journal of Education in Science, Environment and Health, 2020
A quasi-experimental treatment control group design was used to investigate the effect of a conceptual change curriculum, Multi-Step Inquiry approach, on students' perception of their learning in a science classroom. This started with the development of a workbook that explicitly focused on conceptual understanding, followed by the development and…
Descriptors: Inquiry, Active Learning, Concept Formation, Science Instruction
