Unit 5 Wrap up and Evaluation
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ETAP623 : Unit 5 Wrap up and Evaluation
This page last changed on Jan 23, 2008 by wikiadm1.
Learning Objectives of this unit
By the end of this unit, you should be able to:
This wiki course has introduced the educational concept of Inquiry-based Science Instruction, and the principles of design curriculum matericals for meeting the needs of Inqury-based Science Instruction. It has also demonstrated how a project can be designed and applied to meet all the principles.
Key points of this course include:
This section is not an evaluation or assessment for your study and understanding on Science Inquriy, but rather an evaluation of this wiki to determine if it was successful in its objectives.
Please use the spaces in the "comment" to add your evaluation and thoughts about the various aspects of this course. Please focus on these questions:
Thanks a lot for your effort.
Acknowledgements & Thanks
I would like to present my thanks to:
American Association for the Advancement of Science. (1993) Benchmarks for Science Literacy. New York, Oxford University Press*.*
Impacts of Participation in a GK-12 Fellowship Program on Teachers' Conceptions and Use of Inquiry Science
An Inquiry Primer by Alan Coburn, Science Scope, March 2000, National Science Teachers Association
Inquiry in Project-Based Science Classrooms: Initial Attempts by Middle School Student Joseph Krajcik; Phyllis C. Blumenfeld; Ronald W. Marx; Kristin M. Bass; Jennifer Fredricks; Elliot Solowal The Journal of the Learning Sciences, Vol. 7, No. 3/4, Learning through Problem Solving. (1998), pp. 313-350.
Constructing extended inquiry projects: Curriculum materials for science education reform. Educational Psychologist,Singer, J., Marx, R. W., Krajcik, J., & Chambers, C. J. (2000). Constructing extended inquiry projects: Curriculum materials for science education reform. Educational Psychologist, 35(3), 165-178.
National Committee on Science Education Standards and Assessment. (1992). National science education standards: A sampler. Washington, DC: National Research Council.
Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Kirschner, P. A., Sweller, J., and Clark, R. E. (2006). "Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching". Educational Psychologist 41 (2): 75-86.