Inquiry-Based Instruction: Understanding How Content and Process Go Hand-in-Hand with School Science

Autor/inn/en	Chiappetta, Eugene L.; Adams, April D.
Titel	Inquiry-Based Instruction: Understanding How Content and Process Go Hand-in-Hand with School Science
Quelle	In: Science Teacher, 71 (2004) 2, S. 46-50 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Forschungsbericht; Teaching Methods; Science Teachers; Science Instruction; Science Education; Inquiry; Science Process Skills; Science Activities; Scientific Research; Course Content; Curriculum Development; Plants (Botany); High School Students; Secondary School Science + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Kursprogramm; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Pflanze; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	Inquiry has been used to promote activity-oriented learning that reflects scientific investigation, specifically the observation, experimentation, and reasoning used by scientists. Understanding the roles of content and process in school science helps educators better understand and practice inquiry-based instruction. The relationship between content and process and inquiry-based science teaching may be used to enhance the planning and implementation of effective inquiry-based instruction. This article presents four different aspects of inquiry-based instruction that can help teachers to conceptualize and to use inquiry in the science classroom and laboratory: (1) content; (2) content with process; (3) process with content; and (4) process. With these ideas in mind, teachers can better evaluate curriculum materials and teaching practices that are assumed to be inquiry-based. To further increase understanding of the four aspects of science inquiry, examples centered on oxidation in plant tissues are also presented. (Contains 2 figures.) (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10