Creating a Classroom Community of Young Scientists

Bloom, Jeffrey W.

doi:10.4324/9780203956878

Cited by 16 publications

(14 citation statements)

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“…The cyclic structure of the model encourages the integrated approach of inquiry as compared to the linear model of inquiry. Though the components of the model appear in one particular sequence, yet the teacher can find somewhere else to start depending upon requirements of children and topic (Bloom, 2006).…”

Section: Literature Reviewmentioning

confidence: 99%

Effectiveness of 5e-model of Instruction for Scientific Achievement: An Exploration of Age, Cognitive Domain and Ability Level of Students with Hearing Impairment

Parveen¹

2018

UER

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This study was designed to investigate the effects of 5E Instructions on scientific achievement of students with hearing impairment. Further, it intended to explore the effectiveness of 5E Model with respect to gender, cognitive domain and ability levels of the students. For this purpose, a set of instructions were developed on the basis of 5E Model and a scientific achievement test based on three levels of cognitive domain was constructed. The results of control group and experimental group were analyzed to assess the effectiveness with respect to gender, cognitive domain and ability levels of the students. It was concluded that experimental group significantly performed better in the post-test on the basis of scores in cognitive domain and ability level.

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Section: Literature Reviewmentioning

confidence: 99%

Effectiveness of 5e-model of Instruction for Scientific Achievement: An Exploration of Age, Cognitive Domain and Ability Level of Students with Hearing Impairment

Parveen¹

2018

UER

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“…Current studies on science teaching emphasize the importance of inquiry-based methods (e.g., Bloom, 2006;Sanger, 2008;van Joolingen, de Jong, & Dimitrakopoulou, 2007;Williams, Papierno, Makel, & Ceci, 2004). 'The consensus among science educators seems to be that the objective of science learning and teaching should be developing science inquiry skills, not merely knowledge of scientific facts and concepts, and that inquiry skills are best developed by actually doing science' (Bhattacharyya,Volk,& Lumpe,p.…”

Section: Inquiry Science Teachingmentioning

confidence: 99%

“…Over a decade, science educators have discussed, agreed and disagreed over the definition of inquiry (Bloom, 2006). In our study we adopt the following descriptive definitions:…”

Section: Inquiry Science Teachingmentioning

confidence: 99%

Teachers' Beliefs and Self-Reported Use of Inquiry in Science Education in Public Primary Schools

Lucero

Valcke

Schellens

2013

International Journal of Science Education

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“…In addition, "a critical feature in the instruction is the reporting phase, during which the investigative teams share their data, speak to the evidence they have gathered to support or refute extant claims, and contribute new claims for the class's consideration" (p. 241). Bloom's (1998) Wenger's (1998) notion of community of practice states that individuals can be members of multiple communities of practice simultaneously. Co-op students are members of both the science-rich workplace community of practice and their school science community of practice where science knowledge is qualitatively different.…”

Section: Community Of Practicementioning

confidence: 99%

Co‐op students' access to shared knowledge in science‐rich workplaces

et al. 2006

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Wenger's (1998) concepts "community of practice," "brokering," and "transfer" explain the challenges co-operative (co-op) education students face in relating the knowledge learned in school with what they learn while participating as members of a workplace. The research for this paper is set within the contexts of the knowledge economy and increased collaboration in the workplace. The paper draws on several qualitative studies of work-based education to examine the similarities and differences between learning in the workplace and learning in school, with a focus on science education and science-rich workplaces. Barriers to connecting school knowledge and workplace knowledge include the nature of science (its purpose, accountability, and substance), the structure of knowledge in each setting, the form content knowledge takes, the sequence that the curriculum is presented in, and the gatekeeping that occurs when knowledge is accessed. The paper addresses implications for interventions in school and the workplace, with attention to the transition from school to work, and concludes by pointing to profound obstacles to connecting school knowledge with workplace knowledge.

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Creating a Classroom Community of Young Scientists

Cited by 16 publications

References 0 publications

Effectiveness of 5e-model of Instruction for Scientific Achievement: An Exploration of Age, Cognitive Domain and Ability Level of Students with Hearing Impairment

Effectiveness of 5e-model of Instruction for Scientific Achievement: An Exploration of Age, Cognitive Domain and Ability Level of Students with Hearing Impairment

Teachers' Beliefs and Self-Reported Use of Inquiry in Science Education in Public Primary Schools

Co‐op students' access to shared knowledge in science‐rich workplaces

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