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ERIC Number: EJ1049735
Record Type: Journal
Publication Date: 2005
Pages: 8
Abstractor: ERIC
Reference Count: 2
ISBN: N/A
ISSN: EISSN-1446-6120
Design-Based Science
Fortus, David
Science Education Review, v4 n2 p40-47 2005
It is often difficult to engage students, especially younger students, in authentic scientific inquiry. By authentic, the author means that the classroom activities are both good simulations of scientific inquiry as experienced by professional scientists and something that the students can relate to on an intuitive level. However, by engaging students in Design based Science, DBS does just that. Students can gain experience in DBS contexts that will support their forays into scientific inquiry, because they will already be knowledgeable and well-acquainted with many of the aspects of scientific inquiry. As examples of the DBS pedagogy, three ninth-grade units that were developed at the University of Michigan are described here.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: N/A
IES Grant or Contract Numbers: R303A960188-99