Please enable JavaScript.
Coggle requires JavaScript to display documents.
Science as Human Endeavour, Constructivism, involves constructions of…
-
-
involves constructions of explanations and changing knowledge based on new evidence and an expected learning outcome of the
provides an opportunity for the teacher to probe student understanding and identify if the student understands the concept or hold ‘non-scientific views’ otherwise known as
are central to the discovery process and are the reasoning tools to help visualise, imagine and communicate
is a practical inquiry model that involves the teacher proposing a question before students embark on an information search process to find the answer during Learning Laboratory Activities or
involves the learner building up knowledge through an interaction between their own informal knowledge & experience with representations of concepts in the real world. In contrast, to the educator controlling the knowledge delivered to the student through
-
-
-
-
-
-
References
- Lim, K.F., Long, J.M., White, P.J. & Bentley, I.D. (2019). “Designing hands-on, inquiry-based activities incorporating contemporary science,” The Journal of the Australian Science Teachers Association, Australian Science Teachers Association, 65(2): 48–54.
- Hubber, P. (8 February 2005). POEs, post boxes and IAIs [conference presentation], Science Teacher Association of Victoria, Physics Teachers' Annual Conference, Monash University, Victoria, accessed 9 April 2021.
- Hubber, P., et al. (2018). Representation construction: a guided inquiry approach for science education, Springer Nature Singapore Pty. Ltd.
- FitzGerald, L. (2019). Guided inquiry goes global : evidence-based practice in action, Libraries Unlimited, Santa Barbara.
- Driver, R., et al. (1994). “Constructing Scientific Knowledge in the Classroom”. Educational Researcher, 23(7): 5-12.
-