Characterizing inquiry-based science classroom learning environments—generative or replicative—using teachers’ epistemic orientations: a qualitative study
This study examines the relationship and influences between teacher epistemic beliefs and their learning environment. Drawing on a multiple case study design, six in-service elementary school science teachers were purposefully selected from a larger, NSF-funded study of teachers’ adaptive expertise...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2025-07-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2025.1508207/full |
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