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

Pam Hanley; Helen Wilson; Bridget Holligan; Louise Elliott

doi:10.1080/09500693.2020.1821931

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

Pam Hanley, Helen Wilson, Bridget Holligan, Louise Elliott

Health Sciences

Research output: Contribution to journal › Article › peer-review

Original language	English
Pages (from-to)	1-21
Number of pages	21
Journal	International Journal of Science Education
Early online date	20 Oct 2020
DOIs	https://doi.org/10.1080/09500693.2020.1821931
Publication status	E-pub ahead of print - 20 Oct 2020

Bibliographical note

© 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.

Access to Document

10.1080/09500693.2020.1821931

AcceptedManuscript_June2020
© 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.
Accepted author manuscript, 1.76 MB

Cite this

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