Longitudinal impact of process-oriented guided inquiry learning on the attitudes, self-efficacy and experiences of pre-medical chemistry students
A follow-up study was conducted with foundation-year chemistry students who were taught in an inquiry- and role-based, small-group active learning environment in order to evaluate their attitudes, experiences and self-efficacy during pre-medical chemistry courses. The study adopted a mixedmethods...
| Main Authors: | , , , , , |
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| Format: | Journal Article |
| Published: |
Bloomsbury Qatar Foundation Journals
2018
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| Online Access: | http://hdl.handle.net/20.500.11937/80817 |