Open-ended scientifi c inquiry in a nonformal setting: Cognitive, affective and social aspects of in-service elementary teachers’ development

Stella Hadjiachilleos, Lucy Avraamidou

Research output: Chapter in Book/Report/Conference proceedingChapter

Original languageEnglish
Title of host publicationTeacher Learning that Matters
Subtitle of host publicationInternational Perspectives
PublisherTaylor and Francis
Pages217-234
Number of pages18
ISBN (Print)9780203805879
DOIs
Publication statusPublished - 1 Jan 2012

Cite this

Hadjiachilleos, S., & Avraamidou, L. (2012). Open-ended scientifi c inquiry in a nonformal setting: Cognitive, affective and social aspects of in-service elementary teachers’ development. In Teacher Learning that Matters: International Perspectives (pp. 217-234). Taylor and Francis. https://doi.org/10.4324/9780203805879