Inquiry teaching and learning: Forms, approaches, and embedded views within and across cultures

Hsiao Lan Sharon Chen, Russell Tytler

研究成果: 書貢獻/報告類型章节

2 引文 斯高帕斯(Scopus)

摘要

Inquiry is a multifaceted activity. It involves a process of exploring phenomena, asking questions, investigating, representing and reasoning to construct explanations in the search for new understanding. Through inquiry learning processes, students have better opportunities to engage with phenomena, develop inquiry skills and scientific reasoning, understand the meaning of doing and talking science, and develop positive attitudes toward science. Though scholars and practitioners all recognise the importance of inquiry learning in science education, there is a variety of definitions and forms of inquiry learning as well as different instructional approaches to support it. Based on the video-ethnographic analysis of classroom pedagogical practices in Australia, Germany and Taiwan, this Chapter analyses the forms of inquiry learning in the observed science classrooms, and the instructional approaches teachers applied to support inquiry as well as the learning modes through which students engaged with inquiry activities. The Chapter explores the impact of local cultural and curriculum contexts on the framing of inquiry processes in these classrooms.

原文英語
主出版物標題Quality Teaching in Primary Science Education
主出版物子標題Cross-cultural Perspectives
發行者Springer International Publishing
頁面93-122
頁數30
ISBN(電子)9783319443836
ISBN(列印)9783319443812
DOIs
出版狀態已發佈 - 2016 一月 1

ASJC Scopus subject areas

  • Social Sciences(all)

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