{"title":"对基于探究的在线/面授混合科学方法课程的研究","authors":"Ingrid Carter, Cody Harrington, Susan Ahrendt","doi":"10.1080/09500693.2023.2300090","DOIUrl":null,"url":null,"abstract":"This study explored elementary teacher candidates’ perceptions of a hybrid (in-person/asynchronous online) science methods course and aimed to uncover how this blended approach could maximise the b...","PeriodicalId":48341,"journal":{"name":"International Journal of Science Education","volume":"144 1","pages":""},"PeriodicalIF":2.2000,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"An examination of an inquiry-based hybrid online/in-person science methods course\",\"authors\":\"Ingrid Carter, Cody Harrington, Susan Ahrendt\",\"doi\":\"10.1080/09500693.2023.2300090\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study explored elementary teacher candidates’ perceptions of a hybrid (in-person/asynchronous online) science methods course and aimed to uncover how this blended approach could maximise the b...\",\"PeriodicalId\":48341,\"journal\":{\"name\":\"International Journal of Science Education\",\"volume\":\"144 1\",\"pages\":\"\"},\"PeriodicalIF\":2.2000,\"publicationDate\":\"2024-01-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Science Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/09500693.2023.2300090\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Science Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/09500693.2023.2300090","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
An examination of an inquiry-based hybrid online/in-person science methods course
This study explored elementary teacher candidates’ perceptions of a hybrid (in-person/asynchronous online) science methods course and aimed to uncover how this blended approach could maximise the b...
期刊介绍：
The International Journal of Science Education is firmly established as the authoritative voice in the world of science education. It bridges the gap between research and practice, providing information, ideas and opinion. It serves as a medium for the publication of definitive research findings. Special emphasis is placed on applicable research relevant to educational practice, guided by educational realities in systems, schools, colleges and universities. The journal comprises peer-reviewed general articles, papers on innovations and developments, research reports and book reviews. Each volume contains a Special Issue devoted to a topic of major interest and importance, guest-edited by an acknowledged expert.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
