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Titel
Science teacher training through an IBL experience
Autoren
OriginalveröffentlichungBruguière, C. [Hrsg.]; Tiberghien, A. [Hrsg.]; Clément, P. [Hrsg.]: E-Book Proceedings of the ESERA 2011 Conference: Science learning and Citizenship. Lyon, France : European Science Education Research Association 2012, S. 1-6
Dokument  (301 KB) (formal und inhaltlich überarbeitete Version)
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DokumentartAufsatz (Sammelwerk)
ISBN978-9963-700-44-8; 9789963700448
SpracheEnglisch
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BegutachtungsstatusReview-Status unbekannt
Abstract (Englisch):Educational research has revealed that inquiry-based learning (IBL) methodologies facilitate science understanding and the development of scientific competences, offering strategies to overcome academic failure and to ensure students’ scientific literacy. A review of the Spanish projects with a focus on science education carried out in the last twenty years, shows very few initiatives explicitly based on the application of IBL approaches, pointing out a potential way to improve science learning. In the present paper, we describe a work aimed at promoting IBL methodologies among teachers. The main purpose is to make prospective teachers aware of the benefits associated with this kind of pedagogies, through offering them the opportunity to live an IBL experience and to reflect on practice. (Orig.)
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Eintrag erfolgte am07.06.2013
QuellenangabeAriza, M. R.; Quesada, A.; Abril, A. M.; García, F.J.: Science teacher training through an IBL experience - In: Bruguière, C. [Hrsg.]; Tiberghien, A. [Hrsg.]; Clément, P. [Hrsg.]: E-Book Proceedings of the ESERA 2011 Conference: Science learning and Citizenship. Lyon, France : European Science Education Research Association 2012, S. 1-6 - URN: urn:nbn:de:0111-opus-72159 - DOI: 10.25656/01:7215
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