The relationship between teachers' knowledge and beliefs about inquiry and their classroom practices - by Rayana Fouad Saad

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dc.contributor.authorSaad, Rayana Fouad
dc.contributor.departmentDepartment of Education
dc.contributor.facultyFaculty of Arts and Sciences
dc.contributor.institutionAmerican University of Beirut
dc.date2008
dc.date.accessioned2012-06-13T07:14:27Z
dc.date.available2012-06-13T07:14:27Z
dc.date.issued2008
dc.descriptionThesis (M.A.)--American University of Beirut, Dept. of Education, 2008.;"Advisor: Dr. Saouma BouJaoude, Professor, Education--Member of Committee: Dr. Tamer Amin, Assistant Professor, Education--Member of Committee: Dr. Barend Vlaardingerbroek, Assistant
dc.descriptionBibliography : leaves 68-77.
dc.description.abstractThe purpose of this study was to investigate the relationship between teachers' knowledge and beliefs about inquiry and their classroom teaching practices in mi ddle and high school science classes. Specifically, the study attempted to answe r the followi
dc.format.extentx, 77 leaves 30 cm.
dc.identifier.urihttp://hdl.handle.net/10938/7842
dc.language.isoen
dc.relation.ispartofTheses, Dissertations, and Projects
dc.subject.classificationT:005050 AUBNO
dc.subject.lcshInquiry-based learning
dc.subject.lcshScience -- Study and teaching
dc.titleThe relationship between teachers' knowledge and beliefs about inquiry and their classroom practices - by Rayana Fouad Saad
dc.typeThesis

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