File(s) not publicly available

Inquiry teaching and learning: forms, approaches, and embedded views within and across cultures

chapter
posted on 01.01.2017, 00:00 authored by Russell TytlerRussell Tytler, H-L Chen
Inquiry is a multifaceted activity. It involves a process of exploring phenomena, asking questions, investigating, representing and reasoning to construct explanations in the search for new understanding. Through inquiry learning processes, students have better opportunities to engage with phenomena, develop inquiry skills and scientific reasoning, understand the meaning of doing and talking science, and develop positive attitudes toward science. Though scholars and practitioners all recognise the importance of inquiry learning in science education, there is a variety of definitions and forms of inquiry learning as well as different instructional approaches to support it. Based on the video-ethnographic analysis of classroom pedagogical practices in Australia, Germany and Taiwan, this Chapter analyses the forms of inquiry learning in the observed science classrooms, and the instructional approaches teachers applied to support inquiry as well as the learning modes through which students engaged with inquiry activities. The Chapter explores the impact of local cultural and curriculum contexts on the framing of inquiry processes in these classrooms.

History

Title of book

Quality teaching in primary science education: cross-cultural perspectives

Chapter number

5

Pagination

93 - 122

Publisher

Springer International Publishing

Place of publication

Dordrecht, The Netherlands

ISBN-13

9783319443812

Language

eng

Publication classification

B Book chapter; B1 Book chapter

Copyright notice

2017, Springer International Publishing Switzerland

Extent

13

Editor/Contributor(s)

M Hackling, J Ramseger, H-L Chen