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Abstract Title: Preparing students for long-term open inquiry projects - students' perspective
Abstract: The advanced high-school physics course is commonly directed towards a high stake exam. A three-year course, titled INQUIRY-PHYSICS, takes place in Israeli education system as an addition to the traditional physics course. It intends to bypass the difficulty of integrating open ended inquiry activities into test oriented setting. This timeframe allows for a gradual learning progression, developing inquiry practices in contexts that span from 1-2 lessons to a yearlong research project.
I will describe the findings of an artifact-based interview that took place few months after the students launched their work on the research project. Student were asked to identify inquiry practices they have encountered earlier in the course and reflect on their fruitfulness. In particular, which of these practices they perceive as crucial to experience before engaging in a long term project. I will discuss these findings in view of the learning goals and design principles of the teachers.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session I
Poster Number: A93

Author/Organizer Information

Primary Contact: David Perl Treves
Weizmann Institute of Science
Hertzel st 234 p.b 26 dept. of Science Teaching Mausher
Rehovot, 760001
Phone: +972-545856561
and Co-Presenter(s)
Prof. Edith Yerushalmi