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Learning Through School Science Investigation pp 131–140Cite as

Enhancing Learning Through School Science Investigation

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Abstract

In this chapter, we reflect on our findings and their implications. We consider the nature of student learning that we observed and the teachers’ beliefs and practices that supported this learning. We discuss changes in practice and what is needed to support such change. We review the role of school science investigation and the potential it has for supporting/scaffolding/driving student learning, and present a model, developing further the thinking of others, that summarises teacher strategies which support different types of learning through science investigation.

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Author information

Authors and Affiliations

  1. School of Education, Victoria University of Wellington, Wellington, New Zealand

    Azra Moeed & Dayle Anderson

Authors
  1. Azra Moeed
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  2. Dayle Anderson
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Correspondence to Azra Moeed .

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Moeed, A., Anderson, D. (2018). Enhancing Learning Through School Science Investigation. In: Learning Through School Science Investigation. Springer, Singapore. https://doi.org/10.1007/978-981-13-1616-6_7

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  • DOI: https://doi.org/10.1007/978-981-13-1616-6_7

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-13-1615-9

  • Online ISBN: 978-981-13-1616-6

  • eBook Packages: EducationEducation (R0)

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