Conceptual Dynamics: Comparing Inquiry and Direct Instructional Designs
Abstract
We present and compare ‘inquiry’ and ‘direct’ instructional designs for teaching physics topics. A scientific inquiry process approach develops physics concepts and laws as ‘science-in-the-making’, rather than presenting them directly as ‘already-made-science’. The contrasting designs reflect different views of’ ‘what is science’ and ‘what shall we teach’. We also distinguish the guided scientific inquiry approach from ‘discovery learning’ and from some inquiry approaches which ‘elicit conclusions’ upfront. We have produced a set of parallel lesson units, in inquiry and direct modes, for teaching introductory conceptual dynamics. Each mode is reflected in an appropriate learning cycle, including application and assessment. We are using the units in a physics course for prospective teachers, and in a research study comparing the effects of the two approaches, with respect to both content and process. Examples from dynamics will be presented.
- Publication:
-
American Astronomical Society Meeting Abstracts
- Pub Date:
- December 2006
- Bibcode:
- 2006AAS...20923506U