استلزامات توسعه مدرسه پژوهنده در استان دیالی عراق

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Chengere, S., Manase, N., & Chakandinakira, A. (2025). Guided inquiry laboratories in low resource schools: A case study of science process skills development. African Journal of Education and Practice, 11(1), 45-58. https://www.researchgate.net/publication/321640152_Guided-inquiry_laboratory_experiments_to_improve_students'_analytical_thinking_skills

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Göncü, A., & Gauvain, M. (2012). Sociocultural approaches to educational psychology: Theory, research, and application. In APA educational psychology handbook, Vol. 1. Theories, constructs, and critical issues (pp. 125-154). American Psychological Association. https://doi.org/10.1037/13273-005

Greisel, M., Wekerle, C., Wilkes, T., Stark, R., Menthe, J., & Kollar, I. (2022). Pre-service teachers' evidence-informed reasoning: Do attitudes, subjective norms, and self-efficacy facilitate the use of scientific information to inform classroom management decisions? Psychology Learning & Teaching, 21(2), 198-217. https://doi.org/10.1177/14757257221091300

Kersting, M., Karvonen, M., Common, B., & Polikoff, M. (2023). Measuring inquiry-oriented instruction in secondary science classrooms using observations: An application of conventional and bifactor IRT scoring. School Science and Mathematics, 123(6), 331-345. https://doi.org/10.1111/ssm.12604

Kiemer, K., & Kollar, I. (2021). Source selection and source use as a basis for evidence-informed teaching. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.719106

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