Journal of Texas School Women Executives, Volume III, Issue 1 2014 the students were taking control of their learning were far more effective for students to learn the science curriculum than less interactive methods such as notes and lectures. This leads to the conclusion that further professional development, mentor programs, and on-going support need to be provided to science teachers in order to gain a common definition of inquiry-based science and to provide strategies for implementation to overcome challenges of limited planning time and minimal resources.

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