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

Stella Hadjiachilleos; Lucy Avraamidou

doi:10.4324/9780203805879

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

Stella Hadjiachilleos
, Lucy Avraamidou

Department of Education

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Original language	English
Title of host publication	Teacher Learning that Matters
Subtitle of host publication	International Perspectives
Publisher	Taylor and Francis
Pages	217-234
Number of pages	18
ISBN (Print)	9780203805879
DOIs	https://doi.org/10.4324/9780203805879
Publication status	Published - 1 Jan 2012

Access to Document

10.4324/9780203805879

Cite this

@inbook{5ece3929c13f449db2460a540ece73b7,

title = "Open-ended scientifi c inquiry in a nonformal setting: Cognitive, affective and social aspects of in-service elementary teachers{\textquoteright} development",

author = "Stella Hadjiachilleos and Lucy Avraamidou",

year = "2012",

month = jan,

day = "1",

doi = "10.4324/9780203805879",

language = "English",

isbn = "9780203805879",

pages = "217--234",

booktitle = "Teacher Learning that Matters",

publisher = "Taylor and Francis",

address = "United States",

}

Open-ended scientifi c inquiry in a nonformal setting: Cognitive, affective and social aspects of in-service elementary teachers’ development. / Hadjiachilleos, Stella; Avraamidou, Lucy.
Teacher Learning that Matters: International Perspectives. Taylor and Francis, 2012. p. 217-234.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

TY - CHAP

T1 - Open-ended scientifi c inquiry in a nonformal setting

T2 - Cognitive, affective and social aspects of in-service elementary teachers’ development

AU - Hadjiachilleos, Stella

AU - Avraamidou, Lucy

PY - 2012/1/1

Y1 - 2012/1/1

UR - https://www.scopus.com/pages/publications/84918878874

U2 - 10.4324/9780203805879

DO - 10.4324/9780203805879

M3 - Chapter

AN - SCOPUS:84918878874

SN - 9780203805879

SP - 217

EP - 234

BT - Teacher Learning that Matters

PB - Taylor and Francis

ER -

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

Access to Document

Other files and links

Cite this