You are here:

Teacher Guidance in two Inquiry-based Instructions for Non-science Majored High School Students
PROCEEDINGS

, , , National Taiwan Normal University, Taiwan ; , National Taipei University of Education, Taiwan

EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Full Text

Abstract

Educators generally believe that that inquiry was more appropriate for upper level, or science majors than for introductory or non-science major students. However, studies also found that given the appropriate guidance, non-science majored students may also high achievement and develop science literacy eventually. The case study is intended to report the teacher guidance that were used in a non-science majored, and an introductory level class and the influences on students’ science inquiry ability.

Citation

Lai, T.l., Hsu, Y.S., Yang, F.Y. & Tsai, M.J. (2008). Teacher Guidance in two Inquiry-based Instructions for Non-science Majored High School Students. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 6343-6348). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved December 2, 2023 from .

© 2008 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  1. Brown, P.L., Abell, S.K., Demir, A., Schmidt, F.J. (2006) College science teachers’ views of classroom inquiry. Science Education, 90, 784-802,
  2. Blumenfeld, P., Krajcki, J., Marx, R., & Soloway, E.(1994). Lesson learned: a collaborative model for helping teachers learn project-based instruction. Elementary School journal, 94, 539-551
  3. Crawford, B.A. (2007) Learning to teach science as inquiry in the rough and tumble of practice. Journal of research in science teaching 44, 4, 613-642
  4. Hsu, Y., Yang, F-Y & Tsai, M. (2006) The Impacts of Scaffolded Inquiry Science Curriculum on Science Learning. Unpublished manuscript, National Taiwan Normal University
  5. Kirschner, P.A., Swller, J, Clark, R.E. (2006) Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based experiential and inquiry-based teaching Educational psychologist, 4(2) 75-86
  6. Roehrig, G.H., Luft, J.A. (2004) constraints experienced by beginning secondary science teachers in implementing scientific inquiry lessons. International journal science education 26, 1, 3-24
  7. Windschitl, M. (2003) Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice? Science Education, 87(1), 112-143.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References