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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.40 no.3, 2020년, pp.307 - 320
This study explores how the positioning of two pre-service science teachers (PSTs) is reflected in their different epistemic understandings of inquiry-based lessons. We collected the PSTs' products during their design and enactment of an inquiry-based lesson and recorded their practices in the enact...
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