Providing High School Chemistry Students with Opportunities to Develop Learning Skills in an Inquiry-Type Laboratory: A Case Study. Research Report.

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Argumentation in the Chemistry Laboratory: Inquiry and Confirmatory Experiments (2013, background): “group reports generally written during (or immediately after) the laboratory session (Hofstein et al. 2004).”
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…”
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 analys”
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.)”