Research evidence on the benefits of IBL

被引：56
作者：
Bruder R. [1 ]
Prescott A. [2 ]
机构：
[1] Technische Universitaet, Darmstadt
[2] University of Technology, Sydney
来源：
ZDM | 2013年 / 45卷 / 6期
关键词：
Professional Development; Content Knowledge; Instructional Design; Learning Style; English Language Learner;
D O I：
10.1007/s11858-013-0542-2
中图分类号：
学科分类号：
摘要：
This paper describes the current state of knowledge of empirical studies in the broader sense dealing with inquiry-based learning (IBL) of mathematics and science subjects in schools and universities. The advantages, disadvantages, and effects on relevant outcomes that students can achieve in IBL classrooms are discussed from the aspect of further developing teaching quality. First, the conceptual aspects of IBL are considered briefly to show the background of the studies and the results are categorized. Secondly, references are given with explanations or possible reasons for the results that are not always consistent and, at times, even contradictory. Finally, conclusions from current studies including this overview are drawn with respect to open scientific questions. © 2013 FIZ Karlsruhe.
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收藏
页码：811 / 822
页数：11
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