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Inquiry-based learning in science:assessment and content implications: Inquiry-based science education in theory and practice - Couverture souple

Harlen, Wynne

 
9783659792038: Inquiry-based learning in science:assessment and content implications: Inquiry-based science education in theory and practice
Couverture souple
ISBN 10 : 3659792039 ISBN 13 : 9783659792038
Editeur : LAP LAMBERT Academic Publishing, 2015

Synopsis

Learning science and mathematics through inquiry has the potential to develop understanding, competences and attitudes needed by everyone in increasingly technology-based societies. This book provides a model of how inquiry leads to the progressive development of ideas and the role of inquiry skills in this process. But when the pedagogic practices involved in inquiry-based education are set out it becomes evident that these are significantly different from those used in traditional science classrooms. In particular there are implications for curriculum goals and for assessment. Inquiry learning is time-consuming so it makes sense to focus on developing ideas that are most relevant and useful. So instead of the overload of specific facts and theories, that characterize many science curricula, it is proposed that the curriculum should set out the goals of science education as a progression towards a limited number of ‘big’ ideas. In the case of assessment, its influence on what it taught and on pedagogy is well known. The roles of assessment in helping learning and reporting on what has been achieved are discussed in the context of inquiry-based education.

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Présentation de l'éditeur

Learning science and mathematics through inquiry has the potential to develop understanding, competences and attitudes needed by everyone in increasingly technology-based societies. This book provides a model of how inquiry leads to the progressive development of ideas and the role of inquiry skills in this process. But when the pedagogic practices involved in inquiry-based education are set out it becomes evident that these are significantly different from those used in traditional science classrooms. In particular there are implications for curriculum goals and for assessment. Inquiry learning is time-consuming so it makes sense to focus on developing ideas that are most relevant and useful. So instead of the overload of specific facts and theories, that characterize many science curricula, it is proposed that the curriculum should set out the goals of science education as a progression towards a limited number of ‘big’ ideas. In the case of assessment, its influence on what it taught and on pedagogy is well known. The roles of assessment in helping learning and reporting on what has been achieved are discussed in the context of inquiry-based education.

Biographie de l'auteur

Wynne Harlen has held several posts in science education and research, including Head of Education at Liverpool University and Director of the Scottish Council for Research in Education. She has been honoured by the Queen for services to education and received International recognition of her contribution to inquiry-based science education.

Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.

Éditeur
LAP LAMBERT Academic Publishing
Date d'édition
2015
Langue
anglais
ISBN 10 
3659792039
ISBN 13 
9783659792038
Reliure
Broché
Nombre de pages
60
Coordonnées du fabricant
non disponible
Personne responsable
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