Thought Process Analysis: An Aid for Understanding Inquiry-Type Science Curricula. Reports in Education, Number 6.

Autor/in	Searles, William E.
Institution	McGill Univ., Montreal (Quebec). Faculty of Education.
Titel	Thought Process Analysis: An Aid for Understanding Inquiry-Type Science Curricula. Reports in Education, Number 6.
Quelle	(1977), (103 Seiten)Infoseite zur Zeitschrift Verfügbarkeit
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Discovery Learning; Educational Research; Educational Theories; Inquiry; Instruction; Learning Theories; Science Curriculum; Science Education; Teacher Education; Teaching Methods + Suchen Sie Ihr Suchwort? Entdeckendes Lernen; Bildungsforschung; Pädagogische Forschung; Educational theory; Theory of education; Bildungstheorie; Teaching process; Unterrichtsprozess; Learning theory; Lerntheorie; Naturwissenschaftliche Bildung; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This publication is designed for educators, researchers, and students in both school and university audiences. In an effort to give a more in-depth analysis of the Inquiry Type Science Curricula, this publication defines its terms, describes goals and objectives of modern science curricula, gives a history of, reasons for, and description of present learning theories and their impact on inquiry. This document also examines the various roles of the teacher who implements inquiry methods in science and also attempts to determine the thought processes used during an investigation by the student. The publication also includes a summary and recommendations chapter. This document could be useful to those students or educators seeking a clearer understanding of inquiry learning at any level. (MR)
Anmerkungen	Reports in Education, 3700 McTavish Street, Montreal, Quebec, Canada H3A 1Y2 ($4.00 postpaid)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01