Bibliographic Details
| Title: |
Is Inquiry-Based Science Teaching Worth the Effort? |
| Authors: |
Zhang, Lin1 lzhang@providence.edu |
| Source: |
Science & Education. Oct2016, Vol. 25 Issue 7/8, p897-915. 19p. |
| Subject Terms: |
*Science education standards, *Inquiry-based learning, *Teaching methods, *Science teachers, *Science students |
| Abstract: |
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. [ABSTRACT FROM AUTHOR] |
|
Copyright of Science & Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Education Research Complete |
