2. In doing inquiry, learners can take many different paths to learn the same science/maths content
3. Teachers need to give students responsibility for using the process skills of science/maths (such as observing, questioning, hypothesizing, predicting, planning and investigating, interpreting, communicating etc) to build a conceptual understanding of science/maths content
4. Interesting phenomena can stimulate a rich variety of questions. Questions then drive the investigation process which can either be investigable or noninvestigable. But noninvestigable questions can be turned into investigable ones.
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