RESEARCH REPORT

By Avi Hofstein, Relly Shore, M. Kipnis. 2004

131 citations recorded by the source corpus.

Subfields: Education, Physical and Theoretical Chemistry

View Paper: https://www.semanticscholar.org/paper/504387ce9716d93aeb4abcc62d2b65708f7db140

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In Education

In Physical and Theoretical Chemistry

Citations in the corpus

Students' questions: a potential resource for teaching and learning science (2008, background): “Hofstein, Shore, and Kipnis (2004) found that providing 11th- and 12th-Grade high-school students with opportunities to engage in inquiry-type experiments in the chemistry laboratory improved their ability to ask high-level questions, to hypothesize, and to suggest questions for further…”
Developing students' ability to ask more and better questions resulting from inquiry-type chemistry laboratories (2005, background): “(For more details about the development procedure, assessment of students’ achievement and progress, and the professional development of the chemistry teachers, see Hofstein et al., 2004.)”
The Inquiry Laboratory as a Source for Development of Metacognitive Skills (2008, methodology): “About 100 inquiry-type experiments were developed and implemented in 11th and 12th grade chemistry classes in Israel (for more details about the procedure of development, assessment of students_ achievement and progress, and professional development of the chemistry teachers, see Hofstein, Shore & ”
Scaffolding science teachers in open-inquiry teaching (2009, background): “Roth (1994, 1995) and Hofstein, Shore, and Kipnis (2004) investigated open-inquiry and problem-oriented teaching–learning contexts, and found that most secondary school students had a remarkable willingness and ability to generate questions, to design and plan activities, to collect and analyse…”