Student responses to a context- and inquiry-based three-step teaching model.

TEACHING models; INQUIRY-based learning; SCIENCE education research; TEACHING methods research; TEACHING methods

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. [ABSTRACT FROM AUTHOR]

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