Dragons and Dinosaurs: Directing Inquiry in Biology Using the Notions of "Milieu" and "Validation"

Autor/inn/en	Achiam, Marianne; Solberg, Jan; Evans, Robert
Titel	Dragons and Dinosaurs: Directing Inquiry in Biology Using the Notions of "Milieu" and "Validation"
Quelle	In: Journal of Biological Education, 47 (2013) 1, S.39-45 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2012.753100
Schlagwörter	Teachers; Biology; Paleontology; Learning Theories; Case Studies; Academic Achievement; Science Education; Science Instruction; Science Teachers; Inquiry; Genetics + Suchen Sie Ihr Suchwort? Lehrer; Lehrerin; Lehrende; Biologie; Paläontologie; Learning theory; Lerntheorie; Case study; Fallstudie; Case Study; Schulleistung; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Humangenetik
Abstract	This article describes how inquiry teaching can be directed towards specific content learning goals while allowing for student exploration and validation of hypotheses. Drawing from the Theory of Didactical Situations, the concepts of "milieu" and "validation" are illustrated through two sample biology lessons designed to engage and challenge students in scientific inquiry. The article proposes that these concepts may help teachers design rich learning environments wherein students may pose and test their hypotheses against scientific data. This may in turn help overcome several challenges relating to open-inquiry teaching. Such challenges include divergent student learning outcome or time issues and practical constraints of facilitating inquiry in large classes. The presented approach can help teachers design directed inquiry teaching sequences that can lead to more frequent use of inquiry in teaching thanks to the efficacy of such designs. (Contains 1 table and 6 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10