Inquiry-Based Learning in China: Lesson Learned for School Science Practices

Autor/in	Nuangchalerm, Prasart
Titel	Inquiry-Based Learning in China: Lesson Learned for School Science Practices
Quelle	10 (2014) 13, S.64-70 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1911-2017
Schlagwörter	Inquiry; Active Learning; Educational Practices; Science Education; Teacher Education Programs; Classroom Techniques; Qualitative Research; Classroom Observation Techniques; Protocol Materials; Photography; Interviews; Educational Strategies; Teaching Methods; Science Instruction; Questioning Techniques; Prior Learning; Technology Uses in Education; Scientific Principles; Learning Processes; Classroom Research; Video Technology; Foreign Countries; Preservice Teacher Education; College Students; China + Suchen Sie Ihr Suchwort? Aktives Lernen; Bildungspraxis; Naturwissenschaftliche Bildung; Klassenführung; Qualitative Forschung; Unterrichtsprotokoll; Fotografie; Interviewing; Interviewtechnik; Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Befragungstechnik; Fragetechnik; Vorkenntnisse; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Learning process; Lernprozess; Ausland; Lehramtsstudiengang; Lehrerausbildung; Collegestudent
Abstract	Inquiry-based learning is widely considered for science education in this era. This study aims to explore inquiry-based learning in teacher preparation program and the findings will help us to understanding what inquiry-based classroom is and how inquiry-based learning are. Data were collected by qualitative methods; classroom observation, videotape recording, photography, and interview were employed during time of visiting Guangxi Normal University, China. The results can be explained in terms of lesson learned for school science practice of inquiry-based learning and pedagogical strategies. It can be understandable, simply to incorporate for general science classroom, and also be implied to inquiry-based instructional practices. [This study has been supported by Faculty of Education, Mahasarakham University, Thailand.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10