Literaturnachweis - Detailanzeige
| Autor/inn/en | Gormally, Cara; Brickman, Peggy; Hallar, Brittan; Armstrong, Norris |
|---|---|
| Titel | Lessons Learned about Implementing an Inquiry-Based Curriculum in a College Biology Laboratory Classroom |
| Quelle | In: Journal of College Science Teaching, 40 (2011) 3, S.45-51 (7 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0047-231X |
| Schlagwörter | Teacher Role; Course Content; Science Laboratories; Biology; Inquiry; Science Instruction; College Science; Teaching Methods; Curriculum Development |
| Abstract | Inquiry-based instruction is widely promoted to increase both students' conceptual understanding and their engagement in course content. What this means for day-to-day practices in the classroom is more elusive. Instructors adopting inquiry-based curricula often are unaware of the typical instructional challenges they may face. In particular, instructors new to inquiry-based instruction can anticipate changes to teacher and student roles, a shift that may be supported with instructor training and awareness of common student reactions. This article describes the authors' experience of developing and implementing an inquiry-based biology laboratory curriculum and offers suggestions to help others successfully implement their own inquiry-based courses. (Contains 1 table.) (As Provided). |
| Anmerkungen | National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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