Student responses to a context- and inquiry-based three-step teaching model
2015 (English)In: Teaching science, ISSN 1449-6313, Vol. 61, no 2, 33-39 p.Article in journal (Refereed) Published
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.
Place, publisher, year, edition, pages
Australian Science Teachers Association, 2015. Vol. 61, no 2, 33-39 p.
Research subject Biology
IdentifiersURN: urn:nbn:se:kau:diva-38248OAI: oai:DiVA.org:kau-38248DiVA: diva2:865149