From Protocol to Inquiry: Blended Learning for Workforce Education in Biotechnology

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11310%2F13%3A10173232" target="_blank" >RIV/00216208:11310/13:10173232 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/00216208:11410/13:10173232

Výsledek na webu

<a href="http://library.iated.org/view/ERDOSNETOTH2013FRO" target="_blank" >http://library.iated.org/view/ERDOSNETOTH2013FRO</a>

DOI - Digital Object Identifier

—

Jazyk výsledku

angličtina

Název v původním jazyce

From Protocol to Inquiry: Blended Learning for Workforce Education in Biotechnology

Popis výsledku v původním jazyce

Effectively educating students for employment in STEM fields (Science Technology Engineering and Mathematics) is a concern for science educators worldwide. The perspective that science learning is most effective when it is based on student inquiry has had great influence on practitioners' reform efforts in both the USA and in Europe. Inquiry consists of exploring a domain by searching for data by designing experiments, evaluating outcome data and reasoning about what may have brought these data about soas to fit the results with prior theories or to build new understandings. This virtual presentation summarizes the instructional activities of two science educators who have been incorporating biotechnology inquiry activities into classroom science teaching and learning on two continents. The connection between these efforts is commitment to inquiry-based teaching and learning and the desire to effectively prepare students for employment in biotechnology-related fields. In the first par

Název v anglickém jazyce

From Protocol to Inquiry: Blended Learning for Workforce Education in Biotechnology

Popis výsledku anglicky

Effectively educating students for employment in STEM fields (Science Technology Engineering and Mathematics) is a concern for science educators worldwide. The perspective that science learning is most effective when it is based on student inquiry has had great influence on practitioners' reform efforts in both the USA and in Europe. Inquiry consists of exploring a domain by searching for data by designing experiments, evaluating outcome data and reasoning about what may have brought these data about soas to fit the results with prior theories or to build new understandings. This virtual presentation summarizes the instructional activities of two science educators who have been incorporating biotechnology inquiry activities into classroom science teaching and learning on two continents. The connection between these efforts is commitment to inquiry-based teaching and learning and the desire to effectively prepare students for employment in biotechnology-related fields. In the first par

Druh

D - Stať ve sborníku

CEP obor

AM - Pedagogika a školství

OECD FORD obor

—

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2013

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

ICERI2013 Proceedings

ISBN

978-84-616-3847-5

ISSN

2340-1095

e-ISSN

—

Počet stran výsledku

6

Strana od-do

1204-1209

Název nakladatele

Neuveden

Místo vydání

Neuveden

Místo konání akce

Seville, Spain

Datum konání akce

18. 11. 2013

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

—