Literaturnachweis - Detailanzeige
| Autor/inn/en | Chamely-Wiik, Donna M.; Haky, Jerome E.; Louda, Deborah W.; Romance, Nancy |
|---|---|
| Titel | SQER[superscript 3]: An Instructional Framework for Using Scientific Inquiry to Design Classroom Demonstrations |
| Quelle | In: Journal of Chemical Education, 91 (2014) 3, S.329-335 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0021-9584 |
| DOI | 10.1021/ed300689n |
| Schlagwörter | Demonstrations (Educational); Science Instruction; Chemistry; Inquiry; Active Learning; Models; Secondary School Science; Instructional Design |
| Abstract | Classroom demonstrations have been widely used to engage students' interest in chemistry. The challenge, however, is to also involve students in science practices and ensure that the demonstration does not become merely a spectator activity. We have developed a framework for creating pedagogically sound demonstrations that allows for easy implementation and flexibility. SQER[superscript 3]--survey, question, experiment, recite, reflect, and review--is an interactive, question-driven framework that draws clear parallels to science practices. The framework also allows students to extend their investigations through cyclical rounds of additional questions and experiments. Examples of demonstrations formatted in the SQER[superscript 3] framework are presented, and preliminary data on the effectiveness of utilizing this framework in high school classrooms is discussed. (As Provided). |
| Anmerkungen | Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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