Implementing Inquiry-Based Learning in a Diverse Classroom : Investigating Strategies of Scaffolding and Students' Views of Scientific Inquiry.
Clasificación: | Libro Electrónico |
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Autor principal: | |
Formato: | Electrónico eBook |
Idioma: | Inglés |
Publicado: |
Berlin :
Logos Verlag Berlin,
2017.
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Colección: | Studien Zum Physik- und Chemielernen Ser.
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Temas: | |
Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Intro; 1 Introduction; 2 Requirements for a Reflective Citizen; 3 Inquiry-based Learning; 3.1 The Abilities to do Inquiry; 3.2 Effectiveness of Inquiry-based Learning; 3.3 Levels of Inquiry; 3.4 Nature of Science and Nature of Scientific Inquiry; 4 Diversity; 4.1 Diversity and Migration; 4.2 Diversity and Language; 4.2.1 Language and Migration; 4.2.2 Language and Science â#x80;#x93; Scientific Terminology; 4.3 Diversity and Culture; 5 Inquiry-based Learning and Diversity; 6 Scaffolding; 6.1 Scaffolding of Inquiry-based Learning; 6.2 Scaffolding of Language.
- 6.3 Cultural Considerations concerning Scaffolding7 Conclusion; 8 Research Design; 8.1 Research Area; 8.2 Research Questions; 8.3 Methods; 8.3.1 Methods of Data Collection; 8.3.1.1 Views of Scientific Inquiry (VOSI); 8.3.1.2 Questionnaire about Demographic Data, Attitude towards Science, and Academic Self-concept; 8.3.1.3 Intelligence Test CFT 20-R; 8.3.2 Methods of Analyzing Data; 8.3.2.1 Description of the Class and its Students; 8.3.2.2 Categorization of the Task Sheets; 8.3.2.3 Analysis of the Scaffolding; 8.3.2.4 Analysis of the Development of the Views of Scientific Inquiry.
- 8.3.2.5 Analysis of the Attitudes towards Science and the Academic Self-concept9 Background Information about the Class; 9.1 Diversity of the Class; 9.1.1 Language; 9.1.2 Educational Background; 9.1.3 Age; 9.2 Characterization of the Class; 9.3 The Class through the Lens of Questionnaires and Numbers; 9.3.1 Attitudes towards Science and Subject-related Self-concept; 9.3.2 Analysis of the CFT-20R Test; 10 Insights into the Laboratory Lessons; 10.1 Overview of the Tasks; 10.2 Four Phases; 10.2.1 Phase 1: Introduction; 10.2.2 Phase 2: Further Opening; 10.2.3 Phase 3: Application.
- 10.2.4 Phase 4: Asking Questions10.2.5 The Stepwise Introduction; 11 The Scaffolding by the Teacher; 11.1 Scaffolding of Language; 11.1.1 Language Aids in the Task Sheets; 11.1.2 Language Aids during the Inquiry Process; 11.1.3 Language Aids for Writing a Lab Report; 11.2 Scaffolding of â#x80;#x9C;Doing Inquiryâ#x80;#x9D;; 11.2.1 Level 0; 11.2.2 Level 1; 11.2.3 Level 2; 11.3 Scaffolding of â#x80;#x9C;Learning about Inquiryâ#x80;#x9D;; 11.4 Role of Content; 11.5 Conclusion; 12 The Questionnaire â#x80;#x9C;Views of Scientific Inquiryâ#x80;#x9D;; 13 Focus on Individual Persons; 13.1 Dana9F; 13.2 Lija; 13.3 Melina; 13.4 Dimitrij; 14 Discussion.
- 14.1 Successive Implementation of Inquiry-based Learning14.2 The Scaffolding; 14.2.1 Taking the Diversity into Account; 14.2.2 Scaffolding while â#x80;#x9C;Doing Inquiry-based Learningâ#x80;#x9D;; 14.2.3 Difficulties of Scaffolding when â#x80;#x9C;Learning About Inquiryâ#x80;#x9D;; 14.2.4 Conclusions about the Scaffolding by the Teacher; 14.3 Studentsâ#x80;#x99; Views of Scientific Inquiry; 14.4 Discussion of the Methods; 14.4.1 Data Collection; 14.4.2 Intelligence Test; 14.4.3 Questionnaire â#x80;#x9C;Views of Scientific Inquiryâ#x80;#x9D;; 14.4.4 PISA Questionnaire; 14.4.5 Suitable Methods for Diverse Classrooms; 14.5 Conclusion and Outlook.