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