Enhancing the Pedagogical Content Knowledge of Teachers by Using an Evidence-based Inquiry Approach in the Chemistry Laboratory
Mevlana International Journal of EducationCilt 2012/2-legacy-228, Sayı 3
In this paper we will present an evidence-based model for the continuous professional development (CPD) of chemistry teachers, using the inquiry approach in the chemistry laboratory. The teachers had to fill protocols assembled in a portfolio that can be used …