Teacher Guidance in two Inquiry-based Instructions for Non-science Majored High School Students
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.
Presider: Lynne De Vrieze, Carthage R-IX School District