Dragons and dinosaurs: Directing inquiry in biology using the notions of ‘milieu’ and ‘validation’
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Dragons and dinosaurs : Directing inquiry in biology using the notions of ‘milieu’ and ‘validation’. / Achiam, Marianne; Sølberg, Jan; Evans, Robert Harry.
In: Journal of Biological Education, Vol. 47, No. 1, 03.2013, p. 39-45.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - Dragons and dinosaurs
T2 - Directing inquiry in biology using the notions of ‘milieu’ and ‘validation’
AU - Achiam, Marianne
AU - Sølberg, Jan
AU - Evans, Robert Harry
PY - 2013/3
Y1 - 2013/3
N2 - This article describes how inquiry teaching can be directed towards specific content learning goals while allowing for student exploration and validation of hypotheses. Drawing from the Theory of Didactical Situations, the concepts of ‘milieu’ and ‘validation’ are illustrated through two sample biology lessons designed to engage and challenge students in scientific inquiry. The article proposes that these concepts may help teachers design rich learning environments wherein students may pose and test their hypotheses against scientific data. This may in turn help overcome several challenges relating to open-inquiry teaching. Such challenges include divergent student learning outcome or time issues and practical constraints of facilitating inquiry in large classes. The presented approach can help teachers design directed inquiry teaching sequences that can lead to more frequent use of inquiry in teaching thanks to the efficacy of such designs.
AB - This article describes how inquiry teaching can be directed towards specific content learning goals while allowing for student exploration and validation of hypotheses. Drawing from the Theory of Didactical Situations, the concepts of ‘milieu’ and ‘validation’ are illustrated through two sample biology lessons designed to engage and challenge students in scientific inquiry. The article proposes that these concepts may help teachers design rich learning environments wherein students may pose and test their hypotheses against scientific data. This may in turn help overcome several challenges relating to open-inquiry teaching. Such challenges include divergent student learning outcome or time issues and practical constraints of facilitating inquiry in large classes. The presented approach can help teachers design directed inquiry teaching sequences that can lead to more frequent use of inquiry in teaching thanks to the efficacy of such designs.
KW - Faculty of Science
KW - DIdaktik
KW - Teori om Didaktiske Situationer
KW - Biologi
U2 - 10.1080/00219266.2012.753100
DO - 10.1080/00219266.2012.753100
M3 - Journal article
VL - 47
SP - 39
EP - 45
JO - Journal of Biological Education
JF - Journal of Biological Education
SN - 0021-9266
IS - 1
ER -
ID: 43235395