The Efficacy of Student-Centered Instruction in Supporting Science Learning-Reference-Cited by-同舟云学术

The Efficacy of Student-Centered Instruction in Supporting Science Learning

Published:2012-10-05 Issue:6103 Volume:338 Page:105-108
ISSN:0036-8075
Container-title:Science
language:en
Short-container-title:Science

Author:

Granger E. M.¹,Bevis T. H.¹,Saka Y.²,Southerland S. A.³,Sampson V.³,Tate R. L.⁴

Affiliation:

1. Office of Science Teaching Activities, Florida State University, Tallahassee, FL 32306–4295, USA.

2. Bülent Ecevit Üniversitesi Ereğli Eğitim Fakültesi, Turkey.

3. FSU-Teach/School of Teacher Education, Florida State University, Tallahassee, FL 32306–4459, USA.

4. Educational Evaluation and Research, Florida State University (retired), 415 Castleton Circle, Tallahassee, FL 32312, USA.

Abstract

Puzzling Through Gravity Much of the excitement of scientific discovery seems to get lost when science is taught as facts by lectures. Granger et al. (p. 105 ) present a large study of outcomes comparing inquiry-based teaching with more traditional teaching methods. Over 2000 students were involved, in 125 classrooms of 4th- and 5th-graders. The classes studied space-science with a curriculum that uses models and evidence to entice students into improving their own understanding of the science. Students who were encouraged to use evidence to support their models seemed to develop improved knowledge of content.

Publisher

American Association for the Advancement of Science (AAAS)

Subject

Multidisciplinary

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