| Autor: |
Gormally, Cara, Brickman, Peggy, Hallar, Brittan, Armstrong, Norris |
| Předmět: |
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| Zdroj: |
Journal of College Science Teaching; Jan/Feb2011, Vol. 40 Issue 3, p45-51, 7p |
| Abstrakt: |
Inquiry-based instruction is widely promoted to increase both students' conceptual understanding and their engagement in course content. What this means for day-to-day practices in the classroom is more elusive. Instructors adopting inquiry-based curricula often are unaware of the typical instructional challenges they may face. In particular, instructors new to inquiry-based instruction can anticipate changes to teacher and student roles, a shift that may be supported with instructor training and awareness of common student reactions. We describe our experience of developing and implementing an inquiry-based biology laboratory curriculum and offer suggestions to help others successfully implement their own inquiry-based courses. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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