A Case Study of Increasing Vocational High School Teachers Practices in Designing Interdisciplinary Use of Scientific Inquiry in Curriculum Design

Yu-Liang Chang; Huan-Hung Wu

doi:10.12973/eurasia.2015.1304a

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Yu-Liang Chang ¹ ^* , Huan-Hung Wu ¹

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¹ National Chiayi University, TAIWAN^* Corresponding Author

Abstract

The primary objective of this study was to determine how experience in learning to teach scientific inquiry using a practical approach affected teacher‟s attitudes, evaluations of use of inquiry and their actual design of inquiry based instruction. The methodology included the use an approach incorporating inquiry methodology combined with a technology-infused and engineering rich approach called “Intelligent Robotics” to help teachers learn and use a new approach to teaching scientific inquiry. The findings showed that these teachers progressively moved from more teacher-centered thinking about teaching to student-centered thinking and actions incorporating scientific inquiry. They also worked together in designing an interdisciplinary inquiry curriculum, providing an effective alternative to traditional rigid standards based curriculum and teacher directed instruction.

Keywords

curriculum design
Interdisciplinary
scientific inquiry
vocational high school
teacher

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 11, Issue 1, 2015, 37-51

https://doi.org/10.12973/eurasia.2015.1304a

Publication date: 16 Dec 2015

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How to cite this article

APA

Chang, Y.-L., & Wu, H.-H. (2015). A Case Study of Increasing Vocational High School Teachers Practices in Designing Interdisciplinary Use of Scientific Inquiry in Curriculum Design. Eurasia Journal of Mathematics, Science and Technology Education, 11(1), 37-51. https://doi.org/10.12973/eurasia.2015.1304a

Vancouver

Chang YL, Wu HH. A Case Study of Increasing Vocational High School Teachers Practices in Designing Interdisciplinary Use of Scientific Inquiry in Curriculum Design. EURASIA J Math Sci Tech Ed. 2015;11(1):37-51. https://doi.org/10.12973/eurasia.2015.1304a

AMA

Chang YL, Wu HH. A Case Study of Increasing Vocational High School Teachers Practices in Designing Interdisciplinary Use of Scientific Inquiry in Curriculum Design. EURASIA J Math Sci Tech Ed. 2015;11(1), 37-51. https://doi.org/10.12973/eurasia.2015.1304a

Chicago

Chang, Yu-Liang, and Huan-Hung Wu. "A Case Study of Increasing Vocational High School Teachers Practices in Designing Interdisciplinary Use of Scientific Inquiry in Curriculum Design". Eurasia Journal of Mathematics, Science and Technology Education 2015 11 no. 1 (2015): 37-51. https://doi.org/10.12973/eurasia.2015.1304a

Harvard

Chang, Y.-L., and Wu, H.-H. (2015). A Case Study of Increasing Vocational High School Teachers Practices in Designing Interdisciplinary Use of Scientific Inquiry in Curriculum Design. Eurasia Journal of Mathematics, Science and Technology Education, 11(1), pp. 37-51. https://doi.org/10.12973/eurasia.2015.1304a

MLA

Chang, Yu-Liang et al. "A Case Study of Increasing Vocational High School Teachers Practices in Designing Interdisciplinary Use of Scientific Inquiry in Curriculum Design". Eurasia Journal of Mathematics, Science and Technology Education, vol. 11, no. 1, 2015, pp. 37-51. https://doi.org/10.12973/eurasia.2015.1304a