Literaturnachweis - Detailanzeige
| Autor/inn/en | Meyer, Daniel Z.; Avery, Leanne M. |
|---|---|
| Titel | Why Inquiry Is Inherently Difficult...and Some Ways to Make It Easier |
| Quelle | In: Science Educator, 19 (2010) 1, S.26-32 (7 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1094-3277 |
| Schlagwörter | Data Collection; Inquiry; Science Instruction; Teaching Methods; Problem Solving; Models; Lesson Plans; Instructional Design |
| Abstract | In this article, the authors offer a framework that identifies two critical problems in designing inquiry-based instruction and suggests three models for developing instruction that overcomes those problems. The Protocol Model overcomes the Getting on Board Problem by providing students an initial experience through clearly delineated steps with a data collection technique that can be applied to a wide variety of further settings. It not only gives students a new tool, but also suggests questions to which it can be applied. It overcomes the Variability Problem by being applicable to a wide variety of settings and utilizing messy data. The Design Challenge Model overcomes the Getting on Board Problem by presenting a practical need to acquire certain knowledge bases. It asks students to understand it as a question before understanding a solution. It overcomes the Variability Problem by imposing a variety of pressures that allow students to balance competing needs in a variety of ways. Lastly, the Product Testing Model overcomes the Getting on Board Problem by centering on everyday phenomena. It overcomes the Variability Problem both through the challenge of producing the phenomena in the lab setting and through competing values. (Contains 2 figures and 4 footnotes.) (ERIC). |
| Anmerkungen | National Science Education Leadership Association. P.O. Box 99381, Raleigh, NC 27624-9381. Tel: 919-848-8171; Fax: 919-848-0496; Web site: http://nsela.org/index.php?option=com_content&view=category&id=51&Itemid=85 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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