The development of an instrument for measuring teachers’ and students’ beliefs about differentiated instruction and teaching in heterogeneous chemistry classrooms
Diversity and differences between students are the reality that teachers deal with daily. To address this reality, developments in education aim to provide teachers with the knowledge and requisite skills needed for differentiated instruction (DI). DI is a pedagogical-didactic approach that enables...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
De Gruyter
2023-07-01
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| Series: | Chemistry Teacher International |
| Subjects: | |
| Online Access: | https://doi.org/10.1515/cti-2023-0005 |