Abstract
AbstractThis article examines variations in patterns in the enactment of a large‐scale kindergarten through Grade 12 science inquiry program. Student data reports in the GLOBE program provide a useful measure of implementation because key design elements in the program are student collection and reporting of local environmental data. We examined associations among teachers' responses to survey items to patterns in GLOBE data reporting to develop hypotheses about important contextual factors related to program implementation. Implications for the study of science inquiry programs are discussed. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 294–315, 2004
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
