Inquiry-Based Learning in China: Lesson Learned for School Science Practices

N

7

Inquiry; Active Learning; Educational Practices; Science Education; Teacher Education Programs; Classroom Techniques; Qualitative Research; Classroom Observation Techniques; Protocol Materials; Photography; Interviews; Educational Strategies; Teaching Methods; Science Instruction; Questioning Techniques; Prior Learning; Technology Uses in Education; Scientific Principles; Learning Processes; Classroom Research; Video Technology; Foreign Countries; Preservice Teacher Education; College Students

1911-2017

Inquiry-based learning is widely considered for science education in this era. This study aims to explore inquiry-based learning in teacher preparation program and the findings will help us to understanding what inquiry-based classroom is and how inquiry-based learning are. Data were collected by qualitative methods; classroom observation, videotape recording, photography, and interview were employed during time of visiting Guangxi Normal University, China. The results can be explained in terms of lesson learned for school science practice of inquiry-based learning and pedagogical strategies. It can be understandable, simply to incorporate for general science classroom, and also be implied to inquiry-based instructional practices. [This study has been supported by Faculty of Education, Mahasarakham University, Thailand.]

As Provided

34

2014

ED545570