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|Other Titles:||The Comparison and Analysis of Two Inquiry-oriented Teaching Models|
National Taiwan Normal University Science Education Center
Inquiry-based learning is increasingly of value in science education recently. The ‘Project-based learning’ and ‘Problem-based learning’ teaching models share some important attributes with the modern inquiry-based learning teaching model. However, there are no teaching models which can apply in all respects. How to apply distinctive teaching model depends on the educational objectives and the developing skills for students. The purpose of this article is to analyze and clarify the differences between two ‘PBL’ teaching models by reviewing related literatures, and to promote the applications in science education by characterizing each teaching model individually. The result shows that two ‘PBL’ teaching models share some similar characteristics just like ‘the subjectiveness of learners’, and some different characteristics just like ‘the nature of the learning content’. The result also reveals that the two teaching models can apply to distinct educational context and moment.
|Appears in Collections:||科學教育月刊|
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