Peer reviewed
Direct linkERIC Number: EJ1077405
Record Type: Journal
Publication Date: 2015-Jun
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1449-6313
EISSN: N/A
Student Responses to a Context- and Inquiry-Based Three-Step Teaching Model
Walan, Susanne; Rundgren, Shu-Nu Chang
Teaching Science, v61 n2 p33-39 Jun 2015
Research has indicated that both context- and inquiry-based approaches could increase student interest in learning sciences. This case study aims to present a context- and inquiry-based combined teaching approach, using a three-step teaching model developed by the PROFILES project, and investigates Swedish students' responses to the activity. A Likert scale questionnaire was used for the data collection. The results of a total of 105 15-year-old students showed that, overall, the students were highly positive about this science teaching module.
Descriptors: Foreign Countries, Teaching Methods, Models, Case Studies, Student Attitudes, Positive Attitudes, Likert Scales, Questionnaires, Secondary School Students, Context Effect, Inquiry, Science Instruction, Science Interests, Student Interests, Crime, Genetics
Australian Science Teachers Association. P.O. Box 334, Deakin West, ACT 2600, Australia. Tel: +61-02-6282-9377; Fax: +61-02-6282-9477; e-mail: publications@asta.edu.au; Web site: http://www.asta.edu.au/resources/teachingscience
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A
