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Teacher Guidance in two Inquiry-based Instructions for Non-science Majored High School Students
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, , , National Taiwan Normal University, Taiwan ; , National Taipei University of Education, Taiwan

EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Educators generally believe that that inquiry was more appropriate for upper level, or science majors than for introductory or non-science major students. However, studies also found that given the appropriate guidance, non-science majored students may also high achievement and develop science literacy eventually. The case study is intended to report the teacher guidance that were used in a non-science majored, and an introductory level class and the influences on students’ science inquiry ability.

Citation

Lai, T.l., Hsu, Y.S., Yang, F.Y. & Tsai, M.J. (2008). Teacher Guidance in two Inquiry-based Instructions for Non-science Majored High School Students. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 6343-6348). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved June 20, 2019 from .

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