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2013-04-03Zeitschriftenartikel DOI: 10.18452/8207
Teaching Patterns of Scientific Inquiry: A Video Study of Chemistry Lessons in Germany and Sweden
dc.contributor.authorBjörkman, Jaana
dc.contributor.authorTiemann, Rüdiger
dc.date.accessioned2017-06-16T19:31:28Z
dc.date.available2017-06-16T19:31:28Z
dc.date.created2013-04-03
dc.date.issued2013-04-03
dc.identifier.issn2566-9087
dc.identifier.urihttp://edoc.hu-berlin.de/18452/8859
dc.description.abstractDespite the central role of Scientific Inquiry within science education, this topic is rarely focused upon during science lessons in Germany. A comparison with a school system that emphasises Scientific Inquiry in a stronger way (such as the Swedish system) would enable the identification of culturespecific teaching patterns in terms of the instruction of Scientific Inquiry. For this reason, such a comparison has been made within this study. This study has been undertaken as a low- and middle-inferent video analysis. The study provides information concerning culture-specific teaching patterns in Germany and Sweden on the level of general (organisational) teaching processes and of the phases of Scientific Inquiry. The study was carried out with ten German und nine Swedish video-recorded chemistry lessons. The results, presented in this paper, show that German chemistry lessons are organised in a more product-oriented way than the Swedish chemistry lessons.eng
dc.language.isoeng
dc.publisherHumboldt-Universität zu Berlin
dc.rights(CC BY-NC-ND 4.0) Attribution-NonCommercial-NoDerivatives 4.0 Internationalger
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectChemistry Educationeng
dc.subjectScientific Inquiryeng
dc.subjectvideo studyeng
dc.subjectinternational comparisoneng
dc.subject.ddc364 Kriminologie
dc.subject.ddc500 Naturwissenschaften und Mathematik
dc.titleTeaching Patterns of Scientific Inquiry: A Video Study of Chemistry Lessons in Germany and Sweden
dc.typearticle
dc.identifier.urnurn:nbn:de:kobv:11-100208088
dc.identifier.doihttp://dx.doi.org/10.18452/8207
dc.type.versionpublishedVersion
local.edoc.container-titleScience Education Review Letters
local.edoc.container-creatorRüdiger Tiemann, Annette Upmeier zu Belzen, Andreas Borowski
local.edoc.pages7
local.edoc.type-nameZeitschriftenartikel
local.edoc.institutionMathematisch-Naturwissenschaftliche Fakultät
local.edoc.container-typeperiodical
local.edoc.container-type-nameZeitschrift
local.edoc.container-publisher-nameHumboldt-Universität zu Berlin
local.edoc.container-publisher-placeBerlin
local.edoc.container-volume2013
local.edoc.container-issue1
local.edoc.container-firstpage1
local.edoc.container-lastpage7
dc.description.versionPeer Reviewed
local.edoc.container-erstkatid2899700-1

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