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

Chen, Hsiao-Lan Sharon and Tytler, Russell 2017, Inquiry teaching and learning: forms, approaches, and embedded views within and across cultures. In Hackling, Mark W., Ramseger, Jorg and Chen, Hsiao-Lan Sharon (ed), Quality teaching in primary science education: cross-cultural perspectives, Springer International Publishing, Dordrecht, The Netherlands, pp.93-122, doi: 10.1007/978-3-319-44383-6_5.

Title Inquiry teaching and learning: forms, approaches, and embedded views within and across cultures
Author(s) Chen, Hsiao-Lan Sharon
Tytler, RussellORCID iD for Tytler, Russell
Title of book Quality teaching in primary science education: cross-cultural perspectives
Editor(s) Hackling, Mark W.
Ramseger, Jorg
Chen, Hsiao-Lan Sharon
Publication date 2017
Chapter number 5
Total chapters 13
Start page 93
End page 122
Total pages 29
Publisher Springer International Publishing
Place of Publication Dordrecht, The Netherlands
Keyword(s) Primary Science Education
Inquiry teaching
Cross cultural comparison
Summary 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.
ISBN 9783319443812
Language eng
DOI 10.1007/978-3-319-44383-6_5
Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy
Socio Economic Objective 930201 Pedagogy
HERDC Research category B1 Book chapter
ERA Research output type B Book chapter
Grant ID ARC DP110101500
Copyright notice ©2017, Springer International Publishing Switzerland
Persistent URL

Document type: Book Chapter
Collections: Faculty of Arts and Education
School of Education
Connect to link resolver
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 0 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 548 Abstract Views  -  Detailed Statistics
Created: Thu, 29 Dec 2016, 23:27:13 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact