A Case Study of Increasing Vocational High School Teachers Practices in Designing Interdisciplinary Use of Scientific Inquiry in Curriculum Design

Autor/inn/en	Chang, Yu-Liang; Wu, Huan-Hung
Titel	A Case Study of Increasing Vocational High School Teachers Practices in Designing Interdisciplinary Use of Scientific Inquiry in Curriculum Design
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 11 (2015) 1, S.37-51 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Vocational High Schools; Secondary School Teachers; Science Teachers; Secondary School Science; Science Instruction; Teaching Methods; Science Curriculum; Curriculum Design; Interdisciplinary Approach; Technology Integration; Inquiry; Teacher Education; Case Studies; Teacher Attitudes; Course Content; Robotics; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrplangestaltung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehrerausbildung; Lehrerbildung; Case study; Fallstudie; Case Study; Lehrerverhalten; Kursprogramm; Robotertechnik; Ausland
Abstract	The primary objective of this study was to determine how experience in learning to teach scientific inquiry using a practical approach affected teacher's attitudes, evaluations of use of inquiry and their actual design of inquiry based instruction. The methodology included the use an approach incorporating inquiry methodology combined with a technology-infused and engineering rich approach called "Intelligent Robotics" to help teachers learn and use a new approach to teaching scientific inquiry. The findings showed that these teachers progressively moved from more teacher-centered thinking about teaching to student-centered thinking and actions incorporating scientific inquiry. They also worked together in designing an interdisciplinary inquiry curriculum, providing an effective alternative to traditional rigid standards based curriculum and teacher directed instruction. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01