January 1st, 2014 | RESEARCH
Beyond explicit behavioral rules, there are typically unspoken codes of conduct present in classrooms that shape interactions between students and teachers. In this paper Donnelly, McGarr, and O’Reilly explore how the classroom norms behind these interactions can stifle or facilitate the implementation of inquiry-based science education.
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Team Members
James Forrest, Author, ExploratoriumRelated URLs
Tags
Audience: Educators | Teachers | Youth | Teen (up to 17)
Discipline: Chemistry | Education and learning science | Social science and psychology
Resource Type: Research Brief | Research Products
Environment Type: Informal | Formal Connections | K-12 Programs