Making use of students’ research journals as instruments for detecting students’ reasoning in co-constructing scientific concepts in a German and Australian primary school
Version 2 2024-06-03, 14:40Version 2 2024-06-03, 14:40
Version 1 2016-10-31, 11:17Version 1 2016-10-31, 11:17
chapter
posted on 2024-06-03, 14:40authored byI Freitag-Amtmann, G Chittleborough, P Hubber, George ArandaGeorge Aranda
This chapter describes two cases, one from Germany and the other from Australia in which science journals were used in classrooms that adopted an inquiry-based approach to teaching science. We are interested in the following research questions:
1. In what ways do teachers use journals to promote student learning of science?
2. What evidence of reasoning is present in the cases in respect of the use of learning journals?
3. When and in which form is feedback given in journals?
History
Pagination
298-309
ISBN-13
9783781521209
Language
eng
Publication classification
B Book chapter, B1 Book chapter
Copyright notice
2016, Julius Klinkhardt
Editor/Contributor(s)
Hallitzky M, Rakhkochkine A, Koch-Priewe B, Stortlander C, Trautmann M
Publisher
Julius Klinkhardt
Place of publication
Bad Heilbrunn, Germany
Title of book
Comparative Didactics and Curriculum Research - Comparative Research into Didactics and Curriculum