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Demonstrations as a part of inquiry-based teaching in science teacher education
Science demonstrations have the potential to be developed in support of inquiry-based science education. The challenge is that they require careful consideration of not only an appropriate pedagogical framework but also good knowledge of who the students are.
In this small-scale study, Hendra Y. Agustian describes an intervention implemented in an MSc-level science education course for preservice science teachers, in which demonstration as an instructional strategy was introduced within an inquiry-based science education framework. Reflections on potentials and challenges as well as implications for future pedagogical development work are presented.
Hendra Y. Agustian is an Assistant Professor of Higher Science Education at the University of Copenhagen, Denmark, with a background in chemistry and chemistry education. Hendra does research primarily on epistemic practices in university chemistry. He teaches courses for faculty and preservice science teachers, following a few years career as a schoolteacher.
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