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ERIC Number: ED383563
Record Type: Non-Journal
Publication Date: 1995-Apr
Pages: 29
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Complex Instruction in Complex Classrooms: A Synthesis of Research on Inquiry Teaching Methods and Explicit Teaching Strategies.
Flick, Lawrence B.
Achieving national standards for science education for all students requires that the research agenda for inquiry-oriented instruction be well informed by current knowledge of successful and unsuccessful teaching practices in typical classrooms. Given the persistent lack of data about the nature of teacher behavior in inquiry-oriented teaching and given the significant effects of explicit teaching methods for certain objectives for some students, research on inquiry-oriented teaching is reviewed against a background of explicit teaching research. The purpose is to achieve a productive synthesis. A brief review of explicit teaching research focuses on research on teacher behaviors and teaching functions to inform discussion about inquiry teaching. Studies that contribute to understanding of inquiry teaching practices in typical middle or high school classrooms are reviewed. A summary discusses techniques for synthesizing knowledge on explicit teaching with knowledge on inquiry-oriented teaching in order to make complex forms of teaching and learning accessible to a greater number of students with more diverse backgrounds. Contains recommendations for further research, 2 tables, and 61 references. (LZ)
Publication Type: Reports - Research; Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A