Teacher Guidance in two Inquiry-based Instructions for Non-science Majored High School Students
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Lai, T.l., Hsu, Y.S., Yang, F.Y. & Tsai, M.J. (2008). Teacher Guidance in two Inquiry-based Instructions for Non-science Majored High School Students. In J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 6343-6348). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/29262.
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2008
June 30, 2008
Joseph Luca & Edgar R. Weippl
More Information on EDMEDIA
Table of Contents
Educators generally believe that that inquiry was more appropriate for upper level, or science majors than for introductory or non-science major students. However, studies also found that given the appropriate guidance, non-science majored students may also high achievement and develop science literacy eventually. The case study is intended to report the teacher guidance that were used in a non-science majored, and an introductory level class and the influences on students’ science inquiry ability.
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