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ERIC Number: EJ1120757
Record Type: Journal
Publication Date: 2016-Oct
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0926-7220
Is Inquiry-Based Science Teaching Worth the Effort? Some Thoughts Worth Considering
Zhang, Lin
Science & Education, v25 n7-8 p897-915 Oct 2016
Inquiry-based science teaching has been advocated by many science educational standards and reports from around the world. Disagreements about and concerns with this teaching approach, however, are often ignored. Opposing ideas and conflicting results have been bouncing around in the field. It seems that the field carries on with a hope that someday they can reconcile. Unfortunately, over half a century, the opposing views have never been reconciled. Rather, they have become clearly divided, as shown in a recent debate. As such, this article intends to serve as a bridge between people holding different views and to identify key disagreements that have been sustaining the tension. The purpose is to improve science education. Suggestions for future research are also provided for a discussion.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A