Teaching science by inquiry: assessment and learning

被引：20
|
作者：
Tamir, P [1 ]
Stavy, R [1 ]
Ratner, N [1 ]
机构：
[1] Hebrew Univ Jerusalem, Sci Teaching Ctr, Sch Educ, IL-91904 Jerusalem, Israel
来源：
JOURNAL OF BIOLOGICAL EDUCATION | 1998年 / 33卷 / 01期
关键词：
inquiry; assessment; teaching;
D O I：
10.1080/00219266.1998.9655633
中图分类号：
Q [生物科学];
学科分类号：
07 ; 0710 ; 09 ;
摘要：
The major assertion of this study is that teaching science by inquiry is feasible and desirable. The performance of three groups of 12th grade students (aged 16-17) was compared: Group 1 (n=22) majoring in physics who studied a conventional course; Group 2 (n=52) majoring in biology who studied an inquiry-oriented course; and Group 3 (n=50) who studied the same biology course but, in addition, studied basic concepts of scientific inquiry. Two tasks served as dependent variables; Group 1 had the lowest scores, roughly one standard deviation behind Group 2, Group 2, in turn, lagged 1 standard deviation behind Group 3. It was concluded that explicit instruction of inquiry is advantageous.
引用
收藏
页码：27 / 32
页数：6
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