Student responses to a context- and inquiry-based three-step teaching model

Research has indicated that both context- and inquiry-based approaches could increase student interest in learning sciences. This case study aims to present a context- and inquiry-based combined teaching approach, using a three-step teaching model developed by the PROFILES project, and investigates...

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Published inTeaching science (Deakin West, A.C.T.) Vol. 61; no. 2; pp. 33 - 39
Main Authors Walan, Susanne, Rundgren, Shu-Nu Chang
Format Journal Article
LanguageEnglish
Published Deakin Australian Science Teachers Association 01.06.2015
Subjects
Biologi
Biology
Case Studies
Context Effect
Crime
Education
Foreign Countries
Genetics
Inquiry
Likert Scales
Methods
Positive Attitudes
Questionnaires
Science Instruction
Science Interests
Science teaching
Sciences education
Secondary education
Secondary school science
Secondary School Students
Situated learning
Student Attitudes
Student Interests
Sweden
Teaching effectiveness
Teaching Methods
Teaching models
Sweden
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Summary:Research has indicated that both context- and inquiry-based approaches could increase student interest in learning sciences. This case study aims to present a context- and inquiry-based combined teaching approach, using a three-step teaching model developed by the PROFILES project, and investigates Swedish students' responses to the activity. A Likert scale questionnaire was used for the data collection. The results of a total of 105 15-year-old students showed that, overall, the students were highly positive about this science teaching module. [Author abstract]
Bibliography:Refereed article. Includes bibliographical references.
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Teaching Science; v.61 n.2 p.33-39; June 2015
ISSN:1449-6313
1839-2946