Αποτελέσματα Αναζήτησης
Introduction to Doing Science: The Process of Scientific Inquiry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 • What Are the Objectives of the Module? • Why Teach the Module?
easoning and critical thinking to develop scientific knowledge. From the perspective of the National Science Education Standards (NRC, 1996), students are expected to be able to develop scientific questions and then design and conduct investigations that will yield the data.
This article-based thesis draws on research in the fields of science education and international large-scale assessments. It investigates theoretical, methodological, and empirical aspects of inquiry as an instructional approach (means) and the assessment of inquiry as an instructional outcome (ends).
As an initial exercise, write down your present understanding or definition of inquiry. You may choose to write several statements on 3 × 5 cards (one statement per card), make a bulleted list, or make a concept map or graphic organizer to structure your thoughts.
Since 1996 the endorsement of the inquiry-based approach has shifted science education from the traditional confirmation lab experience to one in which questions, data collection, and other scientific practices drive the learning of science content.
In the process of learning the strategies of scientific inquiry, students learn to conduct an investigation and collect evidence from a variety of sources, develop an explanation from the data, and communicate and defend their conclusions.
Good inquiry questions enable students to work on developing a key idea in science while also using and learning about scientific inquiry practices. They challenge students to move beyond
