Delivering Inquiry Learning in Science Classrooms: A Planning Tool

Autor/inn/en	Lonergan, Robyn; Cumming, Therese M.; O'Neill, Susan C.
Titel	Delivering Inquiry Learning in Science Classrooms: A Planning Tool
Quelle	In: Teaching Science, 65 (2019) 2, S.14-22 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-6313
Schlagwörter	Science Instruction; Inquiry; Foreign Countries; Teaching Methods; Learning Strategies; Science Teachers; Planning; Elementary Secondary Education; Student Centered Learning; Australia + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ablaufplanung; Planungsprozess; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Australien
Abstract	Inquiry-based learning (IBL) is a requirement of school science education in Australia. Numerous student-centred strategies have been referred to as inquiry-based teaching (IBT), resulting in a lack of understanding of the exact nature of inquiry-based science learning within the science teaching profession. This article describes three essential components of inquiry in any IBT science unit as dimension, level and context. An integrative IBT planning tool to guide and support classroom teachers in delivering legitimate and effective inquiry-based science learning experiences is presented. Illustrative examples of the application of this tool are provided. (As Provided).
Anmerkungen	Australian Science Teachers Association. P.O. Box 334, Deakin West, ACT 2600, Australia. Tel: +61-02-6282-9377; Fax: +61-02-6282-9477; e-mail: publications@asta.edu.au; Web site: http://www.asta.edu.au/resources/teachingscience
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01