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This paper is the written account of a panel presentation about inquiry-oriented teaching practices. The purpose of this group of papers is to provide an opportunity to explore the state of knowledge of inquiry-oriented teaching based on direct observation of teachers, and analysis of those observations from an inquiry perspective. The paper begins with a synopsis of the presentations followed by the full text of each paper. The various positions taken by the six panel members include focusing research on teaching practices in support of inquiry, understanding the concepts of freedom and privilege in inquiry teaching and learning, changing roles for teachers and students, post laboratory reflections, and teacher conceptions of inquiry and related teaching practices. These papers highlight the intense reform rhetoric surrounding inquiry-oriented teaching and inconsistencies in the literature on the actions of teachers engaged in these teaching practices. The panel members were Lawrence B. Flick, Carolyn W. Keys, Susan L. Westbrook, Barbara A. Crawford, and Nathan G. Cames. (DDR)

Descriptors: Constructivism (Learning), Discourse Analysis, Discovery Learning, Educational Strategies, Inquiry, Intermediate Grades, Junior High Schools, Middle Schools, Science Instruction, Student Attitudes, Thinking Skills











Autor: Flick, Lawrence B.; And Others

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11222&id=ED407255







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