Rethinking Science Education Practices: Shifting from Investigation-Centric to Comprehensive Inquiry-Based Instruction
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| Publicado en: | Education Sciences vol. 15, no. 1 (2025), p. 73 |
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| Autor principal: | |
| Publicado: |
MDPI AG
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| Materias: | |
| Acceso en línea: | Citation/Abstract Full Text + Graphics Full Text - PDF |
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| 024 | 7 | |a 10.3390/educsci15010073 |2 doi | |
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| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a Morris, Dana Lynn | |
| 245 | 1 | |a Rethinking Science Education Practices: Shifting from Investigation-Centric to Comprehensive Inquiry-Based Instruction | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Inquiry-based learning (IBL) has become a cornerstone of contemporary science education, championed by frameworks like the Next Generation Science Standards (NGSS). While designed to engage students actively in scientific practices, inquiry is often misapplied, resulting in an overemphasis on hands-on investigations. This investigation-centric approach can overshadow other essential phases of inquiry, leading to a superficial understanding of scientific concepts. This paper introduces a Comprehensive Inquiry-Based Science Education (CIBSE) Framework, grounded in responsive teaching and aligned with the NGSS scientific and engineering practices. The framework emphasizes student reasoning, explanation, and the balance between short exploration and scaffolded support, aiming to offer a more holistic approach to inquiry-based science instruction. By synthesizing key elements from existing models and cognitivism, constructivism, and sociocultural learning theories, the CIBSE Framework addresses current gaps and limitations, providing educators with strategies to guide students toward deeper conceptual understanding and critical thinking. Ultimately, this balanced, adaptable framework empowers educators to meet diverse classroom needs, fostering scientific literacy and critical thinking skills essential for navigating an increasingly science-oriented world. | |
| 610 | 4 | |a National Research Council | |
| 653 | |a Students | ||
| 653 | |a Collaboration | ||
| 653 | |a Teaching methods | ||
| 653 | |a Constructivism | ||
| 653 | |a Inquiry method | ||
| 653 | |a Teachers | ||
| 653 | |a Cognition & reasoning | ||
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| 653 | |a Inferences | ||
| 653 | |a Curriculum Design | ||
| 653 | |a Active Learning | ||
| 653 | |a Reflection | ||
| 653 | |a Prior Learning | ||
| 653 | |a Hands on Science | ||
| 653 | |a Educational Methods | ||
| 653 | |a Learning Processes | ||
| 653 | |a Learning Theories | ||
| 653 | |a Cooperative Learning | ||
| 653 | |a Science Instruction | ||
| 653 | |a Science Experiments | ||
| 653 | |a Elementary Secondary Education | ||
| 653 | |a Outcomes of Education | ||
| 653 | |a Opportunities | ||
| 653 | |a Cognitive Structures | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Discovery Processes | ||
| 653 | |a Constructivism (Learning) | ||
| 653 | |a Barriers | ||
| 653 | |a Inquiry | ||
| 653 | |a Educational Strategies | ||
| 773 | 0 | |t Education Sciences |g vol. 15, no. 1 (2025), p. 73 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3159407865/abstract/embedded/J7RWLIQ9I3C9JK51?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3159407865/fulltextwithgraphics/embedded/J7RWLIQ9I3C9JK51?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3159407865/fulltextPDF/embedded/J7RWLIQ9I3C9JK51?source=fedsrch |