Demonstrations as a part of inquiry-based science teaching: Potentials and critical reflections

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Demonstrations as a part of inquiry-based science teaching : Potentials and critical reflections. / Agustian, Hendra Y.

In: Dansk Universitetspædagogisk Tidsskrift, 08.2023.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Agustian, HY 2023, 'Demonstrations as a part of inquiry-based science teaching: Potentials and critical reflections', Dansk Universitetspædagogisk Tidsskrift.

APA

Agustian, H. Y. (2023). Demonstrations as a part of inquiry-based science teaching: Potentials and critical reflections. Manuscript submitted for publication.

Vancouver

Agustian HY. Demonstrations as a part of inquiry-based science teaching: Potentials and critical reflections. Dansk Universitetspædagogisk Tidsskrift. 2023 Aug.

Author

Agustian, Hendra Y. / Demonstrations as a part of inquiry-based science teaching : Potentials and critical reflections. In: Dansk Universitetspædagogisk Tidsskrift. 2023.

Bibtex

@article{a65a7f93f68748d688cf2feac8a6c79f,
title = "Demonstrations as a part of inquiry-based science teaching: Potentials and critical reflections",
abstract = "Good practical work entails variety in forms across science disciplines. However, there seems to be unequal development of scholarship between laboratory work and science demonstrations. Demonstrations have potentials to be developed in support of inquiry-based science education. The challenge is that they require careful considerations of not only an appropriate pedagogical framework but also good knowledge of who the students are. This small-scale study describes an intervention implemented in two courses for preservice and inservice science teachers, in which demonstration as an instructional strategy was introduced within inquiry-based science education frameworks. Reflections on potentials and challenges as well as implications for future pedagogical development work are presented. ",
author = "Agustian, {Hendra Y.}",
year = "2023",
month = aug,
language = "English",
journal = "Dansk Universitetsp{\ae}dagogisk Tidsskrift",
issn = "1901-5089",
publisher = "Syddansk Universitetsforlag",

}

RIS

TY - JOUR

T1 - Demonstrations as a part of inquiry-based science teaching

T2 - Potentials and critical reflections

AU - Agustian, Hendra Y.

PY - 2023/8

Y1 - 2023/8

N2 - Good practical work entails variety in forms across science disciplines. However, there seems to be unequal development of scholarship between laboratory work and science demonstrations. Demonstrations have potentials to be developed in support of inquiry-based science education. The challenge is that they require careful considerations of not only an appropriate pedagogical framework but also good knowledge of who the students are. This small-scale study describes an intervention implemented in two courses for preservice and inservice science teachers, in which demonstration as an instructional strategy was introduced within inquiry-based science education frameworks. Reflections on potentials and challenges as well as implications for future pedagogical development work are presented.

AB - Good practical work entails variety in forms across science disciplines. However, there seems to be unequal development of scholarship between laboratory work and science demonstrations. Demonstrations have potentials to be developed in support of inquiry-based science education. The challenge is that they require careful considerations of not only an appropriate pedagogical framework but also good knowledge of who the students are. This small-scale study describes an intervention implemented in two courses for preservice and inservice science teachers, in which demonstration as an instructional strategy was introduced within inquiry-based science education frameworks. Reflections on potentials and challenges as well as implications for future pedagogical development work are presented.

M3 - Journal article

JO - Dansk Universitetspædagogisk Tidsskrift

JF - Dansk Universitetspædagogisk Tidsskrift

SN - 1901-5089

ER -

ID: 362335127