(redirected from Inquiry-Based Science Teaching)
IBSTInstitute of Bio-Sensing Technology (University of West England; UK)
IBSTInquiry-Based Science Teaching
IBSTInternational Bilingual School At Tainan (Tainan, Taiwan)
IBSTInstitute of BioScience and Technology (Cranfield University; UK)
IBSTItalian Biochemical Society Transactions (journal)
IBSTIntegrated Battlespace Simulation and Test (US DoD)
IBSTInstitute of Building Science and Technology (Vietnam)
IBSTInternational Bureau of Software Test, Inc
IBSTInter Branch Stock Transfer
IBSTIntegrated Base Support Team (US Air Force)
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References in periodicals archive ?
It is important to satisfy all of the imperatives for inquiry-based science teaching earlier stated--particularly those of building future competencies, meeting teaching standards, and utilising an effective teaching strategy.
What kind of teaching practices come to your mind when you hear the term inquiry-based science teaching? 5.
The inservice teachers involved in the ILF project were also typical of many practicing elementary teachers who did not feel confident about teaching science (including those who had allowed their classroom to videotaped), because they did not understand the nature of inquiry-based science teaching. Despite these inhibitions, the inservice teachers differed from the average elementary teacher because they were excited and interested to learn more about teaching science through inquiry-based approaches and excited to share their own experiences.
Although participants' accounts of evidence for their peers' microteaching performances were detailed, the interpretations were closely based on and derived from the analytic framework, the framework for inquiry-based science teaching (Figure 2).
We have captured our impressions by grouping them into three categories: inquiry-based science teaching, science learning by English language learners, and the contradictions between inquiry-based teaching and a sheltered instruction framework.
Not finding a tool to meet the needs of the teachers, the ASELL Schools team modified a table from an existing document to create a tool that might support teachers in their implementation of inquiry-based science teaching. This ultimately became the 'Inquiry Slider', the key pedagogical tool of the ASELL Schools program.
Although this is all unacceptable, there has been some progress made, according to the survey, specifically in the area of inquiry-based science teaching methods.
Now, with hands-on, inquiry-based science teaching, the primary purpose of the lesson isn't so much learning facts as learning problem-solving skills.
No matter which teaching approach is adopted, the goal of using inquiry-based science teaching is seen as not only to stimulate students' interest in science, but also to advance their understanding of concepts and procedures of the scientific method (Minner, Levy, & Century, 2010).
Both projects involved summer institutes for teachers that modeled inquiry-based science teaching so that teachers could seriously implement the method in their classrooms.
Bybee's (1997) phases of the 5Es inquiry model (Engage, Explore, Explain, Elaborate and Evaluate), which was developed to guide inquiry-based science teaching and learning, serve different instructional purposes (Hackling & Prain, 2005) and complement Scott and Mortimer's three steps of teaching.
This publication presents examples of inquiry-based science teaching in which students develop an understanding of the natural world.