Abstract
Lingua originale | Italian |
---|---|
pagine (da-a) | 191-208 |
Numero di pagine | 18 |
Rivista | GIORNALE ITALIANO DELLA RICERCA EDUCATIVA |
Stato di pubblicazione | Published - 2017 |
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An Inquiry-Based Approach to a Pedagogical Laboratory for Primary School Teacher Education. / Claudio, F.; Giuliana, C.; Dominique, P.; Benedetto Di Paola,.
In: GIORNALE ITALIANO DELLA RICERCA EDUCATIVA, 2017, pag. 191-208.Risultato della ricerca: Article
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TY - JOUR
T1 - An Inquiry-Based Approach to a Pedagogical Laboratory for Primary School Teacher Education
AU - Claudio, F.; Giuliana, C.; Dominique, P.; Benedetto Di Paola,
AU - Battaglia, Onofrio Rosario
AU - Persano Adorno, Dominique
AU - Fazio, Claudio
AU - Di Paola, Benedetto
AU - Croce, Giuliana
PY - 2017
Y1 - 2017
N2 - In this paper we discuss some results of the trial of two pedagogical physics workshops, held during the academic year 2014-15 with students of the Undergraduate Program for Elementary/ Kindergarten Teacher Education at the University of Palermo. One of the workshops was Inquiry Based, while the other was performed by using “traditional” teaching methods. The data, analyzed by using quantitative methods, were obtained by the administration before, during and after the workshop activities of a questionnaire aimed at understanding what are the teaching styles preferred by students, the student motivation in learning and teaching science, and their ideas about the difficulties a teacher meets when designing and trialing with real pupils science-based pedagogical activities. After a short description of the analysis methods we used in our study, the results of the trial are discussed and commented.
AB - In this paper we discuss some results of the trial of two pedagogical physics workshops, held during the academic year 2014-15 with students of the Undergraduate Program for Elementary/ Kindergarten Teacher Education at the University of Palermo. One of the workshops was Inquiry Based, while the other was performed by using “traditional” teaching methods. The data, analyzed by using quantitative methods, were obtained by the administration before, during and after the workshop activities of a questionnaire aimed at understanding what are the teaching styles preferred by students, the student motivation in learning and teaching science, and their ideas about the difficulties a teacher meets when designing and trialing with real pupils science-based pedagogical activities. After a short description of the analysis methods we used in our study, the results of the trial are discussed and commented.
UR - http://hdl.handle.net/10447/254055
UR - http://ojs.pensamultimedia.it/index.php/sird/issue/view/162
M3 - Article
SP - 191
EP - 208
JO - GIORNALE ITALIANO DELLA RICERCA EDUCATIVA
JF - GIORNALE ITALIANO DELLA RICERCA EDUCATIVA
SN - 2038-9744
ER -