0000000001059539
AUTHOR
Sirpa Kärkkäinen
The effects of socio-scientific issue based inquiry learning on pupils’ representations of landscape
AbstractResearch has demonstrated that socio-scientific issues based inquiry learning has significant advantages for learning outcomes and students’ motivation. Further, a successful understanding of landscapes in environmental and geographical education can be achieved by combining informal learning environments with school education. Therefore this case study focuses on how socio-scientific issues based inquiry learning carried out in school and in a Nature Park, influences primary school pupils’ (n = 36) representations of landscapes. The pupils were asked to draw and write about landscape both before and after intervention. The data was analyzed qualitatively and quantitatively to inves…
PRIMARY SCHOOL STUDENT TEACHERS´ CLASSROOM TALK DURING INQUIRY-BASED BIOLOGY LESSONS
Article