What does PISA tell us about inquiry learning in science?

Filling the pail

It seems like a no-brainer. If we want to reverse our students’ stagnation in international science tests then some argue that we need to transform the way that we teach science. Instead of boring, teacher-dominated forms of instruction where students are expected to passively absorb facts, they suggest that we need to engage students in what real scientists do: Students should be working in groups, formulating their own hypotheses, discussing the science and carrying out investigations. In this vision, the teacher is a guide-at-the-side who is there to ensure that students have the right resources and don’t go off track. This approach is generally described as ‘inquiry learning’.

It doesn’t work

Unfortunately, the evidence to support inquiry learning is underwhelming. Approaches that have low levels of teacher guidance have repeatedly failed. Those where the amount of guidance is increased have more supporting evidence but, even then, under the favourable…

View original post 508 woorden meer

Advertenties

Geef een reactie

Vul je gegevens in of klik op een icoon om in te loggen.

WordPress.com logo

Je reageert onder je WordPress.com account. Log uit / Bijwerken )

Twitter-afbeelding

Je reageert onder je Twitter account. Log uit / Bijwerken )

Facebook foto

Je reageert onder je Facebook account. Log uit / Bijwerken )

Google+ photo

Je reageert onder je Google+ account. Log uit / Bijwerken )

Verbinden met %s