How do traditionally successful pupils experience inquiry-oriented science instruction?: Lessons from a teacher-developed unit

• Autores: Jeffrey Nordine
• Localización: School Science Review, ISSN 0036-6811, Vol. 100, Nº. 373, 2019, págs. 55-59
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Science education research has widely reported the benefits of inquiry-oriented instruction.

    Yet, the curricular resources provided by my school were traditional textbooks. I decided to enhance these resources by designing an inquiry-oriented (problem-based) unit for my advanced physics students (16–18 years old). Many of my students, who had been successful in traditional instruction, expressed severe frustration during the unit. I conducted a study to better understand the sources of my students’ frustration as well as their feelings of success. I share the results of this study and discuss implications for the design of teacher-developed inquiry-oriented science instruction.