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Academic Journal

The Effectiveness of Inquiry Learning Model in Improving Prospective Teachers' Metacognition Knowledge and Metacognition Awareness

Subjects: Inquiry, Metacognition, Measures (Individuals), Instructional Effectiveness, Teaching Methods, Experimental Groups, Pretests Posttests, Tests, Preservice Teachers, Foreign Countries, Physics, Science Instruction, Inquiry, Inquiry, Metacognition, Measures (Individuals), Instructional Effectiveness, Teaching Methods, Experimental Groups, Pretests Posttests, Tests, Preservice Teachers, Foreign Countries, Physics, Science Instruction, Metacognition, Inquiry, Metacognition, Measures (Individuals), Instructional Effectiveness, Teaching Methods, Experimental Groups, Pretests Posttests, Tests, Preservice Teachers, Foreign Countries, Physics, Science Instruction, Measures (Individuals), Inquiry, Metacognition, Measures (Individuals), Instructional Effectiveness, Teaching Methods, Experimental Groups, Pretests Posttests, Tests, Preservice Teachers, Foreign Countries, Physics, Science Instruction, Instructional Effectiveness, Inquiry, Metacognition, Measures (Individuals), Instructional Effectiveness, Teaching Methods, Experimental Groups, Pretests Posttests, Tests, Preservice Teachers, Foreign Countries, Physics, Science Instruction, Teaching Methods, Inquiry, Metacognition, Measures (Individuals), Instructional Effectiveness, Teaching Methods, Experimental Groups, Pretests Posttests, Tests, Preservice Teachers, Foreign Countries, Physics, Science Instruction, Experimental Groups, Inquiry, Metacognition, Measures (Individuals), Instructional Effectiveness, Teaching Methods, Experimental Groups, Pretests Posttests, Tests, Preservice Teachers, Foreign Countries, Physics, Science Instruction, Pretests Posttests, Inquiry, Metacognition, Measures (Individuals), Instructional Effectiveness, Teaching Methods, Experimental Groups, Pretests Posttests, Tests, Preservice Teachers, Foreign Countries, Physics, Science Instruction, Tests, Inquiry, Metacognition, Measures (Individuals), Instructional Effectiveness, Teaching Methods, Experimental Groups, Pretests Posttests, Tests, Preservice Teachers, Foreign Countries, Physics, Science Instruction, Preservice Teachers, Inquiry, Metacognition, Measures (Individuals), Instructional Effectiveness, Teaching Methods, Experimental Groups, Pretests Posttests, Tests, Preservice Teachers, Foreign Countries, Physics, Science Instruction, Foreign Countries, Inquiry, Metacognition, Measures (Individuals), Instructional Effectiveness, Teaching Methods, Experimental Groups, Pretests Posttests, Tests, Preservice Teachers, Foreign Countries, Physics, Science Instruction, Physics, Inquiry, Metacognition, Measures (Individuals), Instructional Effectiveness, Teaching Methods, Experimental Groups, Pretests Posttests, Tests, Preservice Teachers, Foreign Countries, Physics, Science Instruction, Science Instruction, Inquiry, Metacognition, Measures (Individuals), Instructional Effectiveness, Teaching Methods, Experimental Groups, Pretests Posttests, Tests, Preservice Teachers, Foreign Countries, Physics, Science Instruction, Scientific ConceptsIndonesia

  • Source: International Journal of Instruction, v12 n2 p455-470 Apr 2019. 16 pp.

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Academic Journal

The Effects of Research-Inquiry Based Learning on the Scientific Reasoning Skills of Prospective Science Teachers

Subjects: Instructional Effectiveness, Active Learning, Inquiry, Science Instruction, Thinking Skills, Preservice Teachers, Science Teachers, Foreign Countries, Pretests Posttests, Scientific Principles, Science History, Instructional Effectiveness, Instructional Effectiveness, Active Learning, Inquiry, Science Instruction, Thinking Skills, Preservice Teachers, Science Teachers, Foreign Countries, Pretests Posttests, Scientific Principles, Science History, Active Learning, Instructional Effectiveness, Active Learning, Inquiry, Science Instruction, Thinking Skills, Preservice Teachers, Science Teachers, Foreign Countries, Pretests Posttests, Scientific Principles, Science History, Inquiry, Instructional Effectiveness, Active Learning, Inquiry, Science Instruction, Thinking Skills, Preservice Teachers, Science Teachers, Foreign Countries, Pretests Posttests, Scientific Principles, Science History, Science Instruction, Instructional Effectiveness, Active Learning, Inquiry, Science Instruction, Thinking Skills, Preservice Teachers, Science Teachers, Foreign Countries, Pretests Posttests, Scientific Principles, Science History, Thinking Skills, Instructional Effectiveness, Active Learning, Inquiry, Science Instruction, Thinking Skills, Preservice Teachers, Science Teachers, Foreign Countries, Pretests Posttests, Scientific Principles, Science History, Preservice Teachers, Instructional Effectiveness, Active Learning, Inquiry, Science Instruction, Thinking Skills, Preservice Teachers, Science Teachers, Foreign Countries, Pretests Posttests, Scientific Principles, Science History, Science Teachers, Instructional Effectiveness, Active Learning, Inquiry, Science Instruction, Thinking Skills, Preservice Teachers, Science Teachers, Foreign Countries, Pretests Posttests, Scientific Principles, Science History, Foreign Countries, Instructional Effectiveness, Active Learning, Inquiry, Science Instruction, Thinking Skills, Preservice Teachers, Science Teachers, Foreign Countries, Pretests Posttests, Scientific Principles, Science History, Pretests Posttests, Instructional Effectiveness, Active Learning, Inquiry, Science Instruction, Thinking Skills, Preservice Teachers, Science Teachers, Foreign Countries, Pretests Posttests, Scientific Principles, Science History, Scientific Principles, Instructional Effectiveness, Active Learning, Inquiry, Science Instruction, Thinking Skills, Preservice Teachers, Science Teachers, Foreign Countries, Pretests Posttests, Scientific Principles, Science History, Science History, Instructional Effectiveness, Active Learning, Inquiry, Science Instruction, Thinking Skills, Preservice Teachers, Science Teachers, Foreign Countries, Pretests Posttests, Scientific Principles, Science History, CorrelationTurkey

  • Source: Journal of Education and Training Studies, v7 n4 p273-278 Apr 2019. 6 pp.

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Academic Journal

Re-Examining the Construct Validity and Causal Relationships of Teaching, Cognitive, and Social Presence in Community of Inquiry Framework

Subjects: Communities of Practice, Inquiry, Construct Validity, Factor Structure, Measures (Individuals), Graduate Students, Masters Programs, Business Administration Education, Gender Differences, Age Differences, Ethnicity, Online Courses, Educational Experience, Causal Models, Interaction, Cognitive Processes, Communities of Practice, Communities of Practice, Inquiry, Construct Validity, Factor Structure, Measures (Individuals), Graduate Students, Masters Programs, Business Administration Education, Gender Differences, Age Differences, Ethnicity, Online Courses, Educational Experience, Causal Models, Interaction, Cognitive Processes, Inquiry, Communities of Practice, Inquiry, Construct Validity, Factor Structure, Measures (Individuals), Graduate Students, Masters Programs, Business Administration Education, Gender Differences, Age Differences, Ethnicity, Online Courses, Educational Experience, Causal Models, Interaction, Cognitive Processes, Construct Validity, Communities of Practice, Inquiry, Construct Validity, Factor Structure, Measures (Individuals), Graduate Students, Masters Programs, Business Administration Education, Gender Differences, Age Differences, Ethnicity, Online Courses, Educational Experience, Causal Models, Interaction, Cognitive Processes, Factor Structure, Communities of Practice, Inquiry, Construct Validity, Factor Structure, Measures (Individuals), Graduate Students, Masters Programs, Business Administration Education, Gender Differences, Age Differences, Ethnicity, Online Courses, Educational Experience, Causal Models, Interaction, Cognitive Processes, Measures (Individuals), Communities of Practice, Inquiry, Construct Validity, Factor Structure, Measures (Individuals), Graduate Students, Masters Programs, Business Administration Education, Gender Differences, Age Differences, Ethnicity, Online Courses, Educational Experience, Causal Models, Interaction, Cognitive Processes, Graduate Students, Communities of Practice, Inquiry, Construct Validity, Factor Structure, Measures (Individuals), Graduate Students, Masters Programs, Business Administration Education, Gender Differences, Age Differences, Ethnicity, Online Courses, Educational Experience, Causal Models, Interaction, Cognitive Processes, Masters Programs, Communities of Practice, Inquiry, Construct Validity, Factor Structure, Measures (Individuals), Graduate Students, Masters Programs, Business Administration Education, Gender Differences, Age Differences, Ethnicity, Online Courses, Educational Experience, Causal Models, Interaction, Cognitive Processes, Business Administration Education, Communities of Practice, Inquiry, Construct Validity, Factor Structure, Measures (Individuals), Graduate Students, Masters Programs, Business Administration Education, Gender Differences, Age Differences, Ethnicity, Online Courses, Educational Experience, Causal Models, Interaction, Cognitive Processes, Gender Differences, Communities of Practice, Inquiry, Construct Validity, Factor Structure, Measures (Individuals), Graduate Students, Masters Programs, Business Administration Education, Gender Differences, Age Differences, Ethnicity, Online Courses, Educational Experience, Causal Models, Interaction, Cognitive Processes, Age Differences, Communities of Practice, Inquiry, Construct Validity, Factor Structure, Measures (Individuals), Graduate Students, Masters Programs, Business Administration Education, Gender Differences, Age Differences, Ethnicity, Online Courses, Educational Experience, Causal Models, Interaction, Cognitive Processes, Ethnicity, Communities of Practice, Inquiry, Construct Validity, Factor Structure, Measures (Individuals), Graduate Students, Masters Programs, Business Administration Education, Gender Differences, Age Differences, Ethnicity, Online Courses, Educational Experience, Causal Models, Interaction, Cognitive Processes, Online Courses, Communities of Practice, Inquiry, Construct Validity, Factor Structure, Measures (Individuals), Graduate Students, Masters Programs, Business Administration Education, Gender Differences, Age Differences, Ethnicity, Online Courses, Educational Experience, Causal Models, Interaction, Cognitive Processes, Educational Experience, Communities of Practice, Inquiry, Construct Validity, Factor Structure, Measures (Individuals), Graduate Students, Masters Programs, Business Administration Education, Gender Differences, Age Differences, Ethnicity, Online Courses, Educational Experience, Causal Models, Interaction, Cognitive Processes, Causal Models, Communities of Practice, Inquiry, Construct Validity, Factor Structure, Measures (Individuals), Graduate Students, Masters Programs, Business Administration Education, Gender Differences, Age Differences, Ethnicity, Online Courses, Educational Experience, Causal Models, Interaction, Cognitive Processes, Interaction, Communities of Practice, Inquiry, Construct Validity, Factor Structure, Measures (Individuals), Graduate Students, Masters Programs, Business Administration Education, Gender Differences, Age Differences, Ethnicity, Online Courses, Educational Experience, Causal Models, Interaction, Cognitive Processes, Cognitive Processes, Communities of Practice, Inquiry, Construct Validity, Factor Structure, Measures (Individuals), Graduate Students, Masters Programs, Business Administration Education, Gender Differences, Age Differences, Ethnicity, Online Courses, Educational Experience, Causal Models, Interaction, Cognitive Processes, InstructionMaryland

  • Source: Online Learning, v23 n1 p62-79 Mar 2019. 18 pp.

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  • 1-10 of  686,506 results for ""Inquiry""