Peer reviewed
Direct linkERIC Number: EJ1032735
Record Type: Journal
Publication Date: 2013-Dec
Pages: 2
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0036-6811
EISSN: N/A
Available Date: N/A
Differentiated Enquiry
Sherborne, Tony
School Science Review, v95 n351 p50-51 Dec 2013
Learning through investigation can mean that knowledge is gathered at a slow pace. By working within the structure as illustrated in this article, the amount of guidance given to students can be varied and tailored to individual progress. As expertise is gained, teacher involvement can be reduced so that students have more control over the direction of their learning.
Descriptors: Inquiry, Teaching Methods, Student Participation, Learner Engagement, Individualized Instruction, Teacher Role, Science Instruction, Foreign Countries
Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A
Author Affiliations: N/A
