Good science inquiry teaching in the classroom often means many things to practitioners including less teacher intervention, less expository teaching, less explicit instruction, less direct teaching, or fewer teacher explanations. Researchers and other scholars commenting to teachers don’t mean to leave this false, unbalanced impression: Less explicit teaching is better inquiry teaching, by definition (Harris, & Graham, 2000).
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Holliday, W.G. (2006). A Balanced Approach To Science Inquiry Teaching. In: Flick, L.B., Lederman, N.G. (eds) Scientific Inquiry and Nature of Science. Science & Technology Education Library, vol 25. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-5814-1_10
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DOI: https://doi.org/10.1007/978-1-4020-5814-1_10
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