Review of Science Mathematics and ICT Education最新文献_第7页

How does the model of Inquiry-Based Science Education work in the kindergarten: The case of biology 探究式科学教育模式如何在幼儿园运作:以生物学为例

Review of Science Mathematics and ICT Education Pub Date : 2013-12-23 DOI: 10.26220/REV.2044

Marida Ergazaki, Vassiliki Zogza

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引用次数: 12

Inquiry-based learning in science and mathematics 科学和数学探究性学习

Review of Science Mathematics and ICT Education Pub Date : 2013-12-23 DOI: 10.26220/REV.2042

W. Harlen

引用次数: 52

Caractéristiques d’un enseignement des sciences fondé sur l’investigation et évaluation de dispositifs d’accompagnement des enseignants 以调查和评价为基础的科学教学的特点

Review of Science Mathematics and ICT Education Pub Date : 2013-12-23 DOI: 10.26220/REV.2041

Monique Delclaux, É. Saltiel

引用次数: 1

Inquiry-Based Science Education: Theory and praxis 探究性科学教育:理论与实践

Review of Science Mathematics and ICT Education Pub Date : 2013-12-23 DOI: 10.26220/REV.2073

Vassiliki Zogza, Marida Ergazaki

{"title":"Inquiry-Based Science Education: Theory and praxis","authors":"Vassiliki Zogza, Marida Ergazaki","doi":"10.26220/REV.2073","DOIUrl":"https://doi.org/10.26220/REV.2073","url":null,"abstract":"Inquiry as a process of constructing knowledge about the physical and biological world is an integral part of science and it has also been introduced in science education a long time ago. In fact, it was thought that students’ engagement in a knowledgepursuing process similar to the scientific one, would be beneficial for their learning. In the past, prominent pedagogues, like Dewey for instance (1997), argued for instructional approaches that are based on experiences and reflective thinking and trigger students’ interest. These suggestions were linked to constructivist theories of learning (Bruner, 1961; Ausubel, Novak & Hanesian, 1978) and gave rise to a model of instruction that was called the “learning cycle” (Heiss, Obourn & Hoffman, 1950, in Bybee et al., 2006). The “learning cycle” starts with the phase of “exploration” and gradually proceeds to the phases of “getting experience”, “organizing learning” and “applying new knowledge”. This model does not seem to take into account the possible contribution of peer interactions to individual learning. In fact, it was not until later that social constructivism (Vygotsky, 1978; Driver et al., 1994) influenced the notion of inquiry instruction. A large amount of research has been concerned with the effect of inquiry teaching in the form of “learning cycle” and suggests that this may be promising. In other words, inquiry teaching has been shown to result in better science learning and higher achievement, improved reasoning ability, and more positive attitudes towards science and science learning (Lawson, 1995; Lawson, Abraham & Renner, 1989).","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"7 1","pages":"3-8"},"PeriodicalIF":0.0,"publicationDate":"2013-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69265840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Teaching pre-school Mathematics and influences by the kindergarten school social context: A preliminary study 学前数学教学与幼儿园学校社会情境影响的初步研究

Review of Science Mathematics and ICT Education Pub Date : 2013-10-01 DOI: 10.26220/REV.1998

Gerasimos S. Koustourakis, Konstantinos Zacharos, Konstantina Papadimitriou

引用次数: 4

Enseigner l’évolution du vivant dans un contexte concordiste 在和谐的背景下教授生命的进化

Review of Science Mathematics and ICT Education Pub Date : 2013-06-30 DOI: 10.26220/REV.1990

Saïda Aroua, M. Coquidé, S. Abbes

引用次数: 2

Complexité et conceptions : nouveaux défis face à l’apprentissage. Le cas des conceptions des enseignants sur l’écosystème 复杂性和设计:学习面临的新挑战。教师对生态系统的看法

Review of Science Mathematics and ICT Education Pub Date : 2013-06-30 DOI: 10.26220/REV.2016

Lamjed Messoussi

引用次数: 0

Enseignement-apprentissage du concept "force" et persistance des difficultés : Quelle influence mathématique? 教与学的“力量”概念和困难的持久性:什么数学影响?

Review of Science Mathematics and ICT Education Pub Date : 2012-12-31 DOI: 10.26220/REV.1757

S. Boumghar, Djamel Kendil, Sassia Ghedjghoudj, A. Lounis

引用次数: 3

Teaching suggestions for the measurement of area in Elementary School. Measurement tools and measurement strategies 对小学面积测量的教学建议。测量工具和测量策略

Review of Science Mathematics and ICT Education Pub Date : 2012-12-31 DOI: 10.26220/REV.1627

Konstantinos Zacharos, D. Chassapis

引用次数: 6

Qu’est-ce que problématiser sa thèse de doctorat ? 什么是质疑你的博士论文？

Review of Science Mathematics and ICT Education Pub Date : 2012-12-31 DOI: 10.26220/REV.118

C. Xypas

引用次数: 0