Traditionally, school science has been built around well-defined problems, mostly involving top-down approaches where the decisions on learning methods are made by educational experts and organizations. In the real world, however, the problems are not always well defined and clear-cut decisions on the best learning modules are very difficult. Consequently, a restructuring of school science around real-world problems has been suggested by educational experts and organizations, leading to several studies focusing on inquiry
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DOI:
10.17148/IJARCCE.2022.11416
