Confusions on "Guidance" in Inquiry-Based Science Teaching: A Response to Aditomo and Klieme (2020)

Autor/inn/en	Zhang, Lin; Cobern, William W.
Titel	Confusions on "Guidance" in Inquiry-Based Science Teaching: A Response to Aditomo and Klieme (2020)
Quelle	In: Canadian Journal of Science, Mathematics and Technology Education, 21 (2021) 1, S.207-212 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-6156
DOI	10.1007/s42330-020-00116-4
Schlagwörter	Stellungnahme; Inquiry; Science Instruction; Teaching Methods; Outcomes of Education; Guidance; Hands on Science; Research Reports; Cross Cultural Studies; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Beratung; Research report; Forschungsbericht; Cultural comparison; Kulturvergleich; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	We are writing in response to the Aditomo and Klieme article titled "Forms of inquiry based science instruction and their relations with learning outcomes: evidence from high and low-performing education systems," recently published in the "International Journal of Science Education." In this essay, we follow these authors and discuss the critical issues about teacher guidance during students' hands-on investigations. We also review studies of large international data analysis and particularly call attention to the consistent patterns found across countries in contrast to various and even contradictory interpretations of these patterns. In our discussion, we share our thoughts on future research directions and hope that these ideas might help address some of the confusion about the multifaceted inquiry teaching. [For "Forms of Inquiry-Based Science Instruction and Their Relations with Learning Outcomes: Evidence from High and Low-Performing Education Systems," see EJ1249582.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01