Student-driven Inquiry-based Science Education in Luxembourg Primary School Contexts
This study examined the use of a student-driven inquiry-based science education instructional approach designed specifically to meet the contextualized needs of Luxembourg primary schools. The key issues, namely an increasing linguistically diverse student population and limited instructional time for science, were considered in the design of the instructional approach. Drawing on theories of dialogic inquiry, the instructional approach engages students in asking questions and designing investigations to build their science understanding. This interpretive qualitative study utilized a multi-pe... Mehr ...
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Dokumenttyp: | doctoral thesis |
Erscheinungsdatum: | 2017 |
Verlag/Hrsg.: |
Unilu - University of Luxembourg
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Schlagwörter: | Science education / inquiry-based / multilingual / Luxembourg / primary school science education / heteroglossia / plurilingual / student voice as resource / student-driven / sociocultural theoretical frameworks / Social & behavioral sciences / psychology / Education & instruction / Sciences sociales & comportementales / psychologie / Education & enseignement |
Sprache: | Englisch |
Permalink: | https://search.fid-benelux.de/Record/base-26744502 |
Datenquelle: | BASE; Originalkatalog |
Powered By: | BASE |
Link(s) : | https://orbilu.uni.lu/handle/10993/32187 |