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http://web.cortland.edu/frieda/id/idtheories/5.html
g. Consider alternate predictions. h. Entrap students. That is, allow students to expose their misconceptions so that they can understand how the misconception is not correct. i. Trace consequences to contradiction. In this step, the instructor traces the results of a student misconception so that the student sees the consequences of that misconception. j. Question authority. Get the students to look at the teacher or text as an aid in the construction of knowledge rather than owner of a correct answer. 3. Control the dialogue. Use the following strategies: a. Select cases that illustrate more important factors first. b. Select cases that work from concrete to the abstract. c. Select important or frequent cases ahead of less important or less frequent cases. Additionally, Collins has suggested a new model of guiding the inquiry (see reference below). This newer model is a more cyclical and simpler model of inquiry with 6 basic steps. 1. Question --> 2. Hypothesize --> 3. Investigate --> 4. Analyze --> 5. Model --> 6. Evaluate (g) Assessment method Student can apply a general rule or theory or student can complete a process to apply a rule or theory. Formative Research & Application (a) Tested context - K-12, College (b) Research method - Content Analysis (c) Research description - This methodology is based inductive work stemming from a review of strategies that teachers used compared to the goals and conditions under which each of these strategies was used. (d) Resources Collins, A. (1983). A cognitive approach to inquiry teaching. In Reigeluth, C.M. (Ed.), Instructional-design theories and: an overview if their current status. (pp. 247 277). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishing. Collins, A. (unknown). ThinkerTools Inquiry Curricula. http://thinkertools.soe.berkeley.edu/Pages /curricula.html Return to Database Home
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