In term of Piagetian theory of cognitive development stages, we study pupils' cognitive bases of learning science knowledge. Carrying out this type of research may give support to science inquiry instruction designs.
The writer inquires into the definition, teaching objectives, teaching strategies, and teaching management of the science exploration class during the experimental process of carrying out the science exploration class. The writer also gives some suggestions on the teaching methods of the class concerned.
Explorations of a Paradox in Curriculum Control: Resistance to Open-ended Science Inquiry in a School for Self-directed Learning
This paper reports on a 2-year study designed to investigate the trajectory of change in an urban 5th grade teacher as she introduces science inquiry using the Web-Based Inquiry Science Environment (WISE).
These results suggest that embedding science inquiry curricula in novel platforms like a MUVE might act as a catalyst for change in students' self-efficacy and learning processes.
Constructing a Learning Environment that Scaffolds Science Inquiry in First Grade
This interpretive case study describes how students, their parents and teacher identified specific characteristics of a classroom learning environment that provided a scaffold for first graders to engage in science inquiry.
Advances in molecular biology and genetic manipulation techniques have allowed the development of animal models of some of these CMT types, allowing more productive scientific exploration of possible treatments.
Much progress has been made in the scientific exploration of the deep ice-covered Arctic Ocean.
Visualisation and interaction for scientific exploration and knowledge discovery
Report on the eight UN/ESA Workshop on Basic Space Science: Scientific Exploration from Space
Limited By Cost: The Case Against Humans In The Scientific Exploration Of Space