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1
Enhancing science students procedural knowledge and metacognitive awareness through differentiated process-oriented guided inquiry learning
Foilsithe / Cruthaithe 2020Tráchtas -
2
Progressive-guided inquiry in chemistry effects on students' self-efficacy and knowledge-building practices
Foilsithe / Cruthaithe 2019Tráchtas -
3
Impact of online collaborative video annotation on STEM students' reflective thinking and academic self-discipline
Foilsithe / Cruthaithe 2019Tráchtas -
4
Use of importance-performance analysis of learning competencies and science process skills in predicting chemistry achievement
Foilsithe / Cruthaithe 2017Tráchtas -
5
Play-map-build teaching approach effects on students' analogical reasoning and critical thinking in chemistry
Foilsithe / Cruthaithe 2017Tráchtas -
6
Student-generated contexts effects on functional chemistry concept understanding, skills, and learning disposition
Foilsithe / Cruthaithe 2017LEABHAR -
7
Metacognitive instruction effects on student question-posing ability and visualization skills in chemistry
Foilsithe / Cruthaithe 2015Tráchtas -
8
Pedagogical content knowledge-guided lesson study effects on teacher competence and student achievement
Foilsithe / Cruthaithe 2013Tráchtas -
9
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10
Pedagogical content knowledge development in high school chemistry instruction
Foilsithe / Cruthaithe 2012Tráchtas