Literature review: The role of the teacher in inquiry-based education

By M. Dobber, Rosa Zwart, M. Tanis, Bert van Oers. 2017

191 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d7e2c7bd771e21b0f91b492f8da673a0f1a17bdc

How researchers see this paper

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In Education

1. Á. Alsina
2. Ingrid Mulà

Citations in the corpus

• Advancing towards a Transformational Professional Competence Model through Reflective Learning and Sustainability: The Case of Mathematics Teacher Education (2019, background): “In particular, the elements of reflective learning and sustainability seem to have influenced the three dimensions of need-supportive teaching (NST): structure, autonomy, support, and involvement [67,68], and also student self-efficacy [69,70].”
• Challenge-based learning in higher education: an exploratory literature review (2020, unknown): “However, there are some commonalities between CBL, PBL and PjBL; their use of a problem or challenge such as PBL, and their use of a project such as PjBL. Nonetheless, in the same way that PBL and PjBL di ff er (Dobber et al. 2017), CBL should be understood as an approach of its own.”