Introduction of inquiry-based learning to biology education in Cambodia.

• Morimoto K.

  奈良教育大学

• Murayama T.

  カンボジア理科教員訓練プロジェクト（STEPSAM2）

Bibliographic Information

Other Title

• カンボジア生物教育における探究型授業の導入
• カンボジア セイブツ キョウイク ニ オケル タンキュウガタ ジュギョウ ノ ドウニュウ

Abstract

This study investigates how RTTC biology lecturers acquire the inquiry-based learning in STEPSAM2 at Cambodia. We obtained the following results by the training of STEPSAM2 in September at 2010. – The lecturers try to have the image of inquiry-based learning in biology lesson. – They can design the lesson plan by the format of inquiry-based learning. – They do not recognize the importance of Jishouteiji and Key Question well. – They cannot analyze the experimental results of students by the viewpoints of inquiry.

Journal

• Japanese Journal of Biological Education

  Japanese Journal of Biological Education 52 (1-2), 13-19, 2011

  The Society of Biological Science Education of Japan

Keywords

• Inquiry
• Cambodia

Details

• CRID: 1390564227315901312
• NII Article ID: 10029855753
• NII Book ID: AN0012957X
• DOI: 10.24718/jjbe.52.1-2_13
• NDL BIB ID: 11228252
• ISSN: 0287119X
• Web Site: http://id.ndl.go.jp/bib/11228252
• Web Site: https://ndlsearch.ndl.go.jp/books/R000000004-I11228252
• Text Lang: ja
• Data Source:
  • JaLC
  • NDL
  • CiNii Articles
• Abstract License Flag: Disallowed