Do science teachers’ believes related to inquiry-based teaching affect students’ science process skills? Evidence from a multilevel model analysis
Abstract Inquiry-based science teaching has emerged as a prominent trend in science education. Nevertheless, it remains uncertain how teachers' self-efficacy in regard to the teaching of science as inquiry (TSI) affects students' science learning, especially considering the scarcity of res...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
SpringerOpen
2024-01-01
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| Series: | Disciplinary and Interdisciplinary Science Education Research |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s43031-023-00089-y |