Search results for author:"Kim Nichols"
Total records matched: 5 Search took: 0.071 secs
Global Learn 2019 Attendees: if you are looking for papers from this conference, please use this special attendee-only Global Learn 2019 search
How to Support Primary Teachers' Implementation of Inquiry: Teachers' Reflections on Teaching Cooperative Inquiry-Based Science
Research in Science Education Vol. 45, No. 2 (April 2015) pp. 171–191
Many primary teachers face challenges in teaching inquiry science, often because they believe that they do not have the content knowledge or pedagogical skills to do so. This is a concern given the emphasis attached to teaching science through...
International Journal of Educational Research Vol. 76, No. 1 (2016) pp. 12–33
The aim of the study was to explore representational profiles of seven primary science classrooms prior to and following professional learning around representational practices. Teachers’ self-efficacy to teach year six geology with representations...
Translating between Representations in a Social Context: A Study of Undergraduate Science Students' Representational Fluency
Instructional Science: An International Journal of the Learning Sciences Vol. 41, No. 4 (July 2013) pp. 699–728
Interacting with and translating across multiple representations is an essential characteristic of expertise and representational fluency. In this study, we explored the effect of interacting with and translating between representations in a...
Primary students’ scientific reasoning and discourse during cooperative inquiry-based science activities
International Journal of Educational Research Vol. 63, No. 1 (2014) pp. 127–140
Teaching children to ask and answer questions is critically important if they are to learn to talk and reason effectively together, particularly during inquiry-based science where they are required to investigate topics, consider alternative...
The effects of two strategic and meta-cognitive questioning approaches on children's explanatory behaviour, problem-solving, and learning during cooperative, inquiry-based science
International Journal of Educational Research Vol. 53, No. 1 (2012) pp. 93–106
Teaching students to ask and answer questions is critically important if they are to engage in reasoned argumentation, problem-solving, and learning. This study involved 35 groups of grade 6 children from 18 classrooms in three conditions (cognitive ...