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ERIC Number: EJ774427
Record Type: Journal
Publication Date: 2007-Sep
Pages: 5
Abstractor: Author
Reference Count: 6
ISBN: N/A
ISSN: ISSN-0031-9120
Helping Teachers to Design and Conduct Classroom Enquiries
Basir, Mohammad Ahmadi
Physics Education, v42 n5 p522-526 Sep 2007
Throughout our enquiry-based teaching course, we realized that, while our trainees performed well during the course, they could not actually meet the objective of the course, "being able to design and conduct classroom enquiry." In this article, using a case study, it is intended to illustrate how some crucial factors of a course could help trainees to be successful in introducing classroom enquiries. Furthermore, by organizing these factors, we tried to suggest a structure or simple model for an enquiry-based teaching course. The proposed structure could be suitable for trainers and teachers who are interested in enquiry-oriented teaching. Also, the theme of the case study shows an interesting enquiry which has the capacity to be used by teachers. (Contains 5 figures.)
Institute of Physics Publishing. The Public Ledger Building Suite 929, 150 South Independence Mall West, Philadelphia, PA 19106. Tel: 215-627-0880; Fax: 215-627-0879; e-mail: info@ioppubusa.com; Web site: http://journals.iop.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A