eprintid: 10160921
rev_number: 13
eprint_status: archive
userid: 699
dir: disk0/10/16/09/21
datestamp: 2023-06-21 15:58:47
lastmod: 2023-06-22 13:10:30
status_changed: 2023-06-21 15:58:47
type: journal_full
metadata_visibility: show
sword_depositor: 699
title: The Journal of Emergent Science 13
ispublished: pub
divisions: UCL
divisions: B16
divisions: B14
divisions: J82
keywords: science education, inquiry-based learning, gender equlity, Early Years Science
note: This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions.
abstract: The feature articles in this issue explore the provision for scientific enquiry in primary schools, teachers’ perceptions of inquiry-based education and the implications for gender equality and how natural inquiry leads children to formulate their own ideas and explanations e.g. when asked "What's inside a crab".
date: 2017-07
publisher: Association of Science Education
official_url: https://www.ase.org.uk/resources/journal-of-emergent-science/issue-13
oa_status: green
full_text_type: pub
language: eng
primo: open
primo_central: open_green
verified: verified_manual
elements_id: 1798279
lyricists_name: McCrory, Amanda
lyricists_id: AMCCR16
actors_name: McCrory, Amanda
actors_id: AMCCR16
actors_role: owner
full_text_status: public
publication: The Journal of Emergent Science
volume: 13
event_location: Uk
issn: 2046-­4754
editors_name: McCrory, Amanda
editors_name: Gatt, Suzanne
citation:    McCrory, Amanda and Gatt, Suzanne (Eds).  (2017)    The Journal of Emergent Science 13.     [Whole issue].              The Journal of Emergent Science , 13         Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10160921/1/jes-13-summer-2017.pdf