Literaturnachweis - Detailanzeige
| Autor/inn/en | Hsu, Pei-Ling; Venegas, Laura |
|---|---|
| Titel | Activity Features of High School Students' Science Learning in an Open-Inquiry-Based Internship Programme |
| Quelle | In: International Journal of Science Education, 40 (2018) 12, S.1391-1409 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Hsu, Pei-Ling) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0950-0693 |
| DOI | 10.1080/09500693.2018.1479801 |
| Schlagwörter | High School Students; Science Education; Internship Programs; Scientists; College School Cooperation; Grade 11; Inquiry; Outcomes of Education; Science Process Skills; Hands on Science; Safety; Scaffolding (Teaching Technique); Science Activities |
| Abstract | Science internships where students work with scientists have been suggested to have many positive impacts on students' science learning. However, little research has been conducted to investigate the types of interactions that are beneficial for the development of science knowledge through an authentic internship experience. The purpose of this study was to illustrate the key features of dynamic interactions and activities involved in an open-inquiry-based internship programme for high school students. Drawing on cultural-historical activity theory, we aimed to describe the features of the internship activity system in terms of the moments of "subject," "object," "tools," "community," "rules," "division of labour," and "outcome." Our analysis suggests that the activity system of the university internship has unique features that promote optimal science learning opportunities. The implications of these unique features are discussed and suggestions are made to improve K-12 science education. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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