Thinking, Doing, Talking Science: the effect on attainment and attitudes of a professional development programme to provide cognitively challenging primary science lessons

Hanley, Pam orcid.org/0000-0002-4458-4322, Wilson, Helen, Holligan, Bridget et al. (1 more author) (2020) Thinking, Doing, Talking Science: the effect on attainment and attitudes of a professional development programme to provide cognitively challenging primary science lessons. International Journal of Science Education. pp. 1-21. ISSN 0950-0693

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Item Type: Article
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© 2020 Informa UK Limited, trading as Taylor & Francis Group. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details.
Dates:
  • Published (online): 20 October 2020
  • Accepted: 7 September 2020
Institution: The University of York
Academic Units: The University of York > Faculty of Sciences (York) > Health Sciences (York)
Depositing User: Pure (York)
Date Deposited: 17 Nov 2020 15:30
Last Modified: 27 Jan 2025 00:07
Published Version: https://doi.org/10.1080/09500693.2020.1821931
Status: Published online
Refereed: Yes
Identification Number: 10.1080/09500693.2020.1821931
Open Archives Initiative ID (OAI ID):

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