Dragons and dinosaurs: Directing inquiry in biology using the notions of ‘milieu’ and ‘validation’

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Standard

Dragons and dinosaurs : Directing inquiry in biology using the notions of ‘milieu’ and ‘validation’. / Achiam, Marianne; Sølberg, Jan; Evans, Robert Harry.

I: Journal of Biological Education, Bind 47, Nr. 1, 03.2013, s. 39-45.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Achiam, M, Sølberg, J & Evans, RH 2013, 'Dragons and dinosaurs: Directing inquiry in biology using the notions of ‘milieu’ and ‘validation’', Journal of Biological Education, bind 47, nr. 1, s. 39-45. https://doi.org/10.1080/00219266.2012.753100

APA

Achiam, M., Sølberg, J., & Evans, R. H. (2013). Dragons and dinosaurs: Directing inquiry in biology using the notions of ‘milieu’ and ‘validation’. Journal of Biological Education, 47(1), 39-45. https://doi.org/10.1080/00219266.2012.753100

Vancouver

Achiam M, Sølberg J, Evans RH. Dragons and dinosaurs: Directing inquiry in biology using the notions of ‘milieu’ and ‘validation’. Journal of Biological Education. 2013 mar.;47(1):39-45. https://doi.org/10.1080/00219266.2012.753100

Author

Achiam, Marianne ; Sølberg, Jan ; Evans, Robert Harry. / Dragons and dinosaurs : Directing inquiry in biology using the notions of ‘milieu’ and ‘validation’. I: Journal of Biological Education. 2013 ; Bind 47, Nr. 1. s. 39-45.

Bibtex

@article{770a961bd5454071899cb775b8108923,
title = "Dragons and dinosaurs: Directing inquiry in biology using the notions of {\textquoteleft}milieu{\textquoteright} and {\textquoteleft}validation{\textquoteright}",
abstract = "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 {\textquoteleft}milieu{\textquoteright} and {\textquoteleft}validation{\textquoteright} 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.",
keywords = "Faculty of Science, DIdaktik, Teori om Didaktiske Situationer, Biologi",
author = "Marianne Achiam and Jan S{\o}lberg and Evans, {Robert Harry}",
year = "2013",
month = mar,
doi = "10.1080/00219266.2012.753100",
language = "English",
volume = "47",
pages = "39--45",
journal = "Journal of Biological Education",
issn = "0021-9266",
publisher = "Routledge",
number = "1",

}

RIS

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