Inquiry in science education: International perspectives

Science Education - Tập 88 Số 3 - Trang 397-419 - 2004
Fouad Abd‐El‐Khalick1, Saouma BouJaoude2, Richard A. Duschl3, Norman G. Lederman4, Rachel Mamlok‐Naaman5, Avi Hofstein5, Mansoor Níaz6, David F. Treagust7, Hsiao‐Lin Tuan8
1University of Illinois at Urbana‐Champaign, Champaign, IL 61820, USA
2American University of Beirut#TAB#
3King's College London, London SE1 9NN, United Kingdom
4Illinois Institute of Technology
5Weizmann institute of science;
6Universidad de Oriente, Venezuela
7Curtin University of Technology
8NATIONAL CHANGHUA UNIVERSITY OF EDUCATION

Tóm tắt

AbstractThis paper set emerged from an international symposium that aimed to shed light on issues associated with the enactment of inquiry both as means (i.e., inquiry as an instructional approach) and as ends (i.e., inquiry as a learning outcome) in precollege science classrooms. The symposium contributors were charged with providing perspectives from their countries on the following major themes: (a) philosophical and practical conceptions of inquiry in the science curriculum; (b) images of the enactment of inquiry in the curriculum, curricular materials, classroom instruction, and assessment practices; and (c) factors and conditions, internal and external to the educational setting, which facilitate or impede inquiry‐based science education. Another major theme that emerged from the symposium was related to the very conceptions of inquiry teaching. The individual contributions and synthesizing commentaries demonstrate that despite their situatedness and diversity, many themes and issues cut across the represented locales, and serve to show the significance and potential fruitfulness of any discourse regarding inquiry in science education that this paper set might, and we hope will, trigger in the near future. © 2003 Wiley Periodicals, Inc. Sci Ed 88:397–419, 2003; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/sce.10118

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Science Education

Tập 88 Số 3

397-419

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