Student responses to context- and inquiry-based three-step teaching model.
2015 (English)In: Teaching Science: The Journal of the Australian Science Teachers Association, ISSN 1449-6313, Vol. 61, no 2, 33-39 p.Article in journal (Refereed) Published
Research has indicated that both context- and inquiry-based approaches could increase student interest in learning sciences. This case study aims to present a context- and inquiry-based combined teaching approach, using a three-step teaching model developed by the PROFILES project, and investigates Swedish students' responses to the activity. A Likert scale questionnaire was used for the data collection. The results of a total of 105 15-year-old students showed that, overall, the students were highly positive about this science teaching module.
Place, publisher, year, edition, pages
2015. Vol. 61, no 2, 33-39 p.
TEACHING models, RESEARCH, INQUIRY-based learning, SCIENCE -- Study & teaching -- Research, TEACHING methods -- Research, TEACHING -- Methodology -- Research
Research subject Didactics; Didactic Science for Teachers and Teaching Professions
IdentifiersURN: urn:nbn:se:su:diva-123261OAI: oai:DiVA.org:su-123261DiVA: diva2:872875
FunderEU, FP7, Seventh Framework Programme, 266589