Professional Documents
Culture Documents
Related Life Skills outcomes: Recognises the properties of common substances SCLS-22CW
Explores how common chemicals affect everyday life SCLS-23CW
Content statement/s: CW1 The properties of the different states of matter can be explained in terms of the
motion and arrangement of particles.
Students:
a. describe the behaviour of matter in terms of particles that are continuously moving and interacting
WS4 Students question and predict by:
b. making predictions based on scientific knowledge and their own observations
WS6 Students conduct investigations by:
a. collaboratively and individually conducting a range of investigation types, including fieldwork and
experiments, ensuring safety and ethical guidelines are followed
WS7.2 Students analyse data and information by:
c. using scientific understanding to identify relationships and draw conclusions based on students'
data or secondary sources
Cross-curriculum priorities: Nil
General capabilities: literacy, ICT capabilities, personal and social capabilities, critical and
creative thinking
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Brainstorming activity:
What is matter? Students to Informal
What are the properties of matter? actively assessment of
Where can you see matter? participate in students’ prior
Do you know the components of matter? the knowledge
Questions can be extended to atoms and discussion.
molecules.
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Engage activity Display a picture on the projector and ask Students to Assessment of
(8min) students to make maximum number of write down prior
observations (write it down in their and share the knowledge.
workbooks/notebooks) and then derive an observations
inference from it. and
inference.
Share the observations and inferences and give
them a basic idea that observations are what we
see/smell/touch/hear and inference is an
informed guess, and that sometimes the
inference may not be the reality. In this case,
explain that they are not wrong, whereas, the
inference can be an incorrect conclusion based
on available evidence.
Mystery bag Students are to make observations using their Students see, Assessment of
activity (20 senses, but without opening the bags. I use touch and understanding
min) opaque strong paper bags. even shake the concepts
Explore phase the bags to of
Students are to rotate from one table to the make observations
next when prompted by the teacher and observations. and
complete the observation column of the The inferences.
worksheet. They will have 2min each for one worksheet
bag (10 min in total for observation of 5 bags). will be
completed
After observations, they will use rest of the time for
to write inferences. observations
and
inferences at
this point.
Discovering Collect the bags back and then start the extend Students to Re-enforce the
the mystery activity to make some guesses and then finding fill up the relation
(10 min) out the actual thing in the bag. rest of the between
Explain & worksheet observation-
extend inference-
reality
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Students with disabilities: students with reading or learning disabilities will be closely monitored
and group allocation practises in the class will be done based on help being available to those who
need it. Students with visual impairment will be given worksheets with larger font size and all the
activities will be clearly explained more times if they need. More attention can be given to these
students as the activity in lesson is simple and of minimal risk.
Higher order thinkers: students can move on to writing a scientific report including an aim/inquiry
question, materials required, methods, observations, inferences and conclusion (template can be
distributed). This will also link to their learning in the following lessons, where they design an
experiment. There are also online quizzes available for students which they can try.
Group allocation:
Students will have numbers at the back of their seats (1,2,3,4). Each group will be formed of all the
4 numbers. The roles associated with each number will be given to them before they start the
experiment. Here there are no specific roles assigned, the group makes observations and
inferences.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
Basic concepts that are already introduced still need a recap and an explicit teaching strategy to
lay the foundations strong. Developing scientific skills and concepts are essential to further learn
and develop their content knowledge. Hence it is essential to incorporate basic scientific skills in
lessons before they explore the concepts in the topic. As the first lesson of chemical world module
in stage 4, it is important to refresh the basic scientific skills for the class. In order to achieve this,
the lesson was based on simple activities to incorporate scientific investigation.
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating
and indicates the evidence from this lesson that should comply with the standard.
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WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline the key
WHS considerations that are to be applied in this lesson?
The activity in the lesson have minimal risks associated. Safety guidelines are given
and managed through clear instructions and time keeping while students move from
one table to the other.
Australian Curriculum, Assessment and Reporting Authority. (n.d.). Curriculum. Retrieved from
http://www.acara.edu.au/curriculum
Australian Institute for Teaching and School Leadership. (2011). Australian Professional Standards for
Teachers. Retrieved from https://www.aitsl.edu.au/teach/standards
Zimmerman, A. (2014, January 8). Mystery bags to develop observation and inference skills. Retrieved from
https://www.scholastic.com/teachers/blog-posts/alycia-zimmerman/mystery-bags-develop-
observation-and-inference-skills/
New South Wales. Board of Studies (201). Science K-10 syllabus (incorporating Science and Technology K-
6) : NSW syllabus for the Australian curriculum. Retrieved from
syllabus.nesa.nsw.edu.au/assets/sciencek10/downloads/sciencek10_full.pdf
Resources:
Worksheet for Activity 1
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Reference: Zimmerman, A. (2014, January 8). Mystery bags to develop observation and inference skills.
Retrieved from https://www.scholastic.com/teachers/blog-posts/alycia-zimmerman/mystery-bags-develop-
observation-and-inference-skills/
Materials required:
Different things to fill the bags such as paper clips, marshmallows, beads, coins, paint brushes.
Worksheet for students
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Scientific report:
Materials required:
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Inferences:
Conclusion:
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Reference: https://betterlesson.com/lesson/resource/3214167/observation-and-
inference-quiz
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Topic area: Chemical World CW1- Stage of Learner: 4 (Year 7) Syllabus Pages: 114
States of Matter
Date: Location Booked: Lesson Number: 2 /3
Outcomes: describes the observed properties and behaviour of matter, using scientific models and
theories about the motion and arrangement of particles SC4-16CW
Related Life Skills outcomes: Recognises the properties of common substances SCLS-22CW
Explores how common chemicals affect everyday life SCLS-23CW
Content statement/s: CW1 The properties of the different states of matter can be explained in terms of the
motion and arrangement of particles.
Students:
a. describe the behaviour of matter in terms of particles that are continuously moving and interacting
b. relate an increase or decrease in the amount of heat energy possessed by particles to changes in
particle movement
c. use a simple particle model to predict the effect of adding or removing heat on different states of
matter
WS4 Students question and predict by:
d. making predictions based on scientific knowledge and their own observations
WS5.2 Students plan first-hand investigations by:
a. collaboratively and individually planning a range of investigation types, including fieldwork, experiments,
surveys and research
WS6 Students conduct investigations by:
b. collaboratively and individually conducting a range of investigation types, including fieldwork and
experiments, ensuring safety and ethical guidelines are followed
WS7.2 Students analyse data and information by:
e. using scientific understanding to identify relationships and draw conclusions based on students'
data or secondary sources
WS9 Students communicate by:
a. presenting ideas, findings and solutions to problems using scientific language and representations using digita
technologies as appropriate
General capabilities: literacy, ICT capabilities, personal and social capabilities, critical and
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creative thinking
Assessment: formative assessments are done throughout the lesson through discussions, questioning,
experiment observations and inferences. The evaluate phase of the lesson provides an assessment of
the students’ understanding on the lessons concepts as well as scientific methods.
Lesson overview: The lesson focus on the concepts of states of matter, specifically on the changes on
the states of matter. The lesson uses the 5E ways to establish the concept. The take away message is
that all substances are made up of matter and matter exists in different states. These phases of matter
can be affected by heat.
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Concept Map
Tell the students that they are
learning about Matter and ask them
What are some words related to
matter?
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Explain & Extend Together with class draw the main Students to Assessment of
10 min concepts involved in the experiment, actively the concepts
through discussing the questions on participate in the involved in the
the worksheet. discussions. experiment and
Students may be further
Teacher performs a demonstration picked to give establishing
to show that heating also affects their ideas in through a
gases. between. demonstration.
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Students with difficulties: students with visual difficulties will be given worksheets with writings of
larger fonts. There are pictures already included in worksheet to understand the major concepts.
The experiment procedures will be read out for them by a group member/teacher. It will be made
sure that students have enough time to do things.
Any students with reading or understanding difficulties will be closely monitored and given extra
instructions for the experiment.
Higher order thinkers: There are extended questions in the textbook which they can try. The
‘evaluate’ activity gives them a good opportunity to further expand on their scientific skills for
designing an experiment. The experiment suggested in question number 5 in worksheet 2 can also
be done if the students are interested.
Group Allocation:
Students will have a number at the back of their seats (1,2,3,4). 1-team leader, 2-technician, 3-
Materials manager, and 4- Recorder. Team leader reads the directions of the investigation and
collaborate ideas of doing the tasks. Materials manager collects the required materials for the
experiment. Technician sets the investigation. Recorder records the observations on the
worksheets. This is the usual group allocation strategy which can be modified for the needs of
each experiment. I may ask the team leader and technician to do the experiment together in this
case. If there are only three people, the person at number 3 will act as materials manager and
recorder. This is followed through out all the lessons.
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Reflection
What have I learned about the teaching and learning process when preparing this lesson?
Every lesson in science can be taught in an inquiry based learning environment. It all needs
proper planning and sequencing of lessons. Students should be given explicit knowledge in both
concepts and skills, which is most of the time the actual challenge. I felt many a times assuming
students to have some basic knowledge and had to re structure each lesson numerous times so
that I don’t keep gaps in the content and skills.
use a simple particle model to The experiment, demonstration, ‘Evalute’ activity and
predict the effect of adding or question number 5 in worksheet 2 is establishing this
removing heat on different concept. This understanding will be established through
states of matter guided discussions.
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating
and indicates the evidence from this lesson that should comply with the standard.
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline the key
WHS considerations that are to be applied in this lesson?
The experiment has minimal risk associated. Safety precautions are clearly identified
before the experiment for both batches and is also listed out in the worksheet.
Group allocation and management is done by the teacher strictly to avoid chaos.
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Australian Curriculum, Assessment and Reporting Authority. (n.d.). Curriculum. Retrieved from
http://www.acara.edu.au/curriculum
Australian Institute for Teaching and School Leadership. (2011). Australian Professional Standards
for Teachers. Retrieved from https://www.aitsl.edu.au/teach/standards
Kessler, J.H., & Galvan, P.M. (2007). American Chemical Society- Inquiry in action- investigating
matter through inquiry third edition. Retrieved from
www.inquiryinaction.org/pdf/InquiryinAction.pdf
New South Wales. Board of Studies (201). Science K-10 syllabus (incorporating Science and
Technology K-6) : NSW syllabus for the Australian curriculum. Retrieved from
syllabus.nesa.nsw.edu.au/assets/sciencek10/downloads/sciencek10_full.pdf
Rickard, G., Burger, N., Clarke, W., Geelan, D., Loveday, D., Monckton, S.,…Whalley, K. (Ed.) (n.d).
Solids, liquids and gases. In Science Focus 1(pp. 34-40).
Resources:
Class Agenda:
Activity to connect to prior knowledge (engage)- 15 min
Hands on activity (explore)- 20 min
Discussion and teacher demonstration (explain & extend)- 10 min
Activity to deeper understanding and assessment (Evaluate)- 8 min
Lesson summation and links to next lesson- 5 min
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Reference: Rickard, G., Burger, N., Clarke, W., Geelan, D., Loveday, D., Monckton, S.,…Whalley, K.
(Ed.) (n.d). Solids, liquids and gases. In Science Focus 1(pp. 34-36).
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3. Compare the properties of solids, liquids and gases to complete the table below
(Refer Science Focus 1 pages 35-37 for any missing information to complete the questions.)
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Name: ______________________________
Method:
1. Collect the required materials from the materials table.
2. Label the two cups as hot water and cold water using markers. You just keep two sheets of
paper labels underneath the cups.
3. Fill hot and cold water in the labelled cups. Water needs to be filled half way of the cups.
4. 2 students from each group are to perform the following steps simultaneously and the rest of
the group can write down the observations.
5. 2 students should add 2 different food colours to the cups holding hot and cold water. This
should be done at the same time. The observer can make a count down to drop the colour.
6. Clean up your workstation.
7. Fill out the questions on your individual worksheets.
Safety:
1. Wear your safety glasses and gloves.
2. Be careful when you fill hot water from the tap.
3. Avoid spillage.
4. Be careful while filling and squeezing your dropper with food colour.
5. Report if something goes wrong.
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1. In the experiment, you saw food colour move in hot and cold water. What difference did you
notice in the way the colour moved and mixed in the two cups.
2. Adding heat energy makes water molecules move faster. Use this fact to explain your
observations.
_____________________________________________________________________
_____________________________________________________________________
________________________________________________
________________________________________________
3. In the second demonstration, you saw your teacher put a bottle with an upside down lid into hot
water. Describe what happened.
________________________________________________
________________________________________________
________________________________________________
4. Adding heat energy makes the gas molecules in air move faster. Use this fact to explain your
observations.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Try this!
5. Assume that you are doing an activity like the one your teacher did with the bottle. But instead of
using a lid, you will place a film of bubble solution over the opening of the bottle. What do you
think will happen to this film of bubble solution when you place the bottle in hot water?
_____________________________________________________________________
6.Draw a line from each bottle to the picture of particles that shows how fast they are moving.
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Reference for worksheet 2 and teacher demonstration: Kessler, J.H., & Galvan, P.M. (2007).
American Chemical Society- Inquiry in action- investigating matter through inquiry third
edition. Retrieved from www.inquiryinaction.org/pdf/InquiryinAction.pdf
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Topic area: Chemical World CW1- Stage of Learner: 4 (Year 7) Syllabus Pages: 114-115
States of matter- evaporation
Outcomes: Explains how scientific understanding of, and discoveries about, the properties of elements,
compounds and mixtures relate to their uses in everyday life SC4-17CW
Related Life Skills outcomes: Recognises the properties of common substances SCLS-22CW
Explores how common chemicals affect everyday life SCLS-23CW
Content statement/s: CW3 (b) describe aqueous mixtures in terms of solute, solvent and solution
General capabilities: literacy, ICT capabilities, personal and social capabilities, critical and
creative thinking
Lesson overview: the lesson introduces the different phase changes in matter and the process
Involved such as melting, freezing, evaporation, condensation and sublimation. Melting point, freezing
point and boiling point are defined. Students explore the question does heating increases the rate of
evaporation, through designing an experiment themselves and conducting it. They will also perform an
another experiment with explicit guidance to observe the results.
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(40 min) students do not have a fixed seat and so their instructions
role changes as they change their seats) carefully and
ask questions
Distribute the worksheet for explore activity. if they have
Ask students to think about an experiment any.
10 min for that can be done in the class to investigate
designing the whether heating increases evaporation. They
experiment. can use the worksheet and provided
materials as a guide.
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Some explicit teaching is done within the lesson to help students in all levels of
understanding and difficulties to learn. Teacher will provide additional support to
students who need this.
The lesson is paced at a higher level for easy accommodation of higher order
thinkers. This lesson is a challenging opportunity for other students to learn, through
group work and many ideas.
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
Students need good guidance while they learn the basic concept and the scientific
skills. It is essential to incorporate explicit learning time within the some lessons to
confirm that students do not have any misconceptions on the major processes and
scientific terms.
How am I measuring the outcomes of this lesson?
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with
the standard.
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated
in this lesson? Using your syllabus and support documents as well as other WHS
policy- Outline the key WHS considerations that are to be applied in this lesson?
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102088 Curriculum 1B- Science 18158263 Nimmi Ann Varghese
Since students are designing an experiment and conducting that in the labs, safety
precautions are discussed with each group and designs are approved before they
start. Class is also given lab safety rules will before the start of the module during
their lab orientation. Experiment 2, where the procedure is given, there is minimal
risk involved. However, care will be taken to avoid spillage and cautious handling of
hot water.
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Materials provided:
Beakers, water, test tubes, china dishes, hot bags, paper towels, cloth, droppers,
bunsen burners, lighters
(students to choose items from the list and then desin the experiment.
Materials required
Hot water
Room temperature water
2 x zip lock bags
2 X droppers
2 X brown paper towels
Method:
1. Add about 1 cup of room-temperature water to a zip lock plastic bag. Get as
much air out as possible and seal the bag securely. Lay the bag down flat.
2. Add about 1 cup of hot tap water to a zip-lock plastic bag. Get as much air out
as possible and seal the bag securely. Lay the bag down flat. This bag will
serve as a heat source.
3. You and your partner should each use a dropper to place 1 drop of room-
temperature water in the centre of 2 separate pieces of brown paper towel
at the same time. Allow the drops to spread for about 10–20 seconds until
they don’t seem to be spreading any more.
4. At the same time, place 1 paper towel on each bag.
5. Observe every few minutes. Compare the amount of water on each paper
towel.
6. Answer the following questions
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depth. IBL proves to be more effective when compared to traditional lab work, as
they help students in comprehending scientific questions and discover answers.
Holfstein, Nahum and Shore, as cited in Bayram et al. (2013), found that student
participation was high in inquiry-based lab setting and developed an interest or
positive attitudes towards laboratories. A study undertaken in small sample also
statistically proved that IBL learning improved students’ extrinsic goal orientation,
which is regarded as a pointer of student motivation (Bayram et.al., 2013). In
addition, IBL benefits students with improved engagement and knowledge, as well as
motivation and satisfaction (Zafra-Gomez et.al., 2015).
Despite these findings, the efficacy of inquiry-based learning has been
continually challenged. Critics of IBL argue that minimally guided IBL do not provide a
systematic learning platform for students to understand the important concepts and
procedures of science (Kirschner, Sweller & Clark, as cited in Furtak et.al., 2012). The
challenges in proving IBL efficacy is further dependent on the disagreements on
what features define IBL approach (Furtak, Shavelson, Shemwell & Figueroa, 2012).
Lazonder and Harmsen (2016) points out some major critics of IBL, which argues that
IBL is only appropriate for students with formal operational reasoning (concrete
operational stage of development. IBL is also considered to be ineffective as it
ignores the limitations of a working memory. A very recent study also found that IBL
instruction was not related to improved student achievement. Moreover, only IBL
with high level guidance showed moderate positive effects (Jerrim et al., 2019).
Even though, the evidence for the efficacy of IBL have mixed results, it is
regarded as one of the best strategies of teaching and learning in science. The term
inquiry has become a central part of mission statements, general outcomes, syllabus
content (investigating science syllabus in Australian curriculum) and program
documents in many countries like the United States, Canada and Australia (Friesen &
Scott, 2013). The meta- analysis by Furtauk et al., (2012) found positive effects
between IBL and student achievement. However, it is significant to note that
teacher- led inquiry and inquiries where students draw evidence-based conclusions
were most effective. This is also evident in the study conducted by Arnold et al.
(2014), which showed that students perform well when proper scaffolding is done at
different steps. These evidence highlights the importance of teacher guidance and
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scaffolding in IBL for higher student achievement. Hence, IBL can be made effective
in classrooms with proper planning, differentiation, scaffolding and systematic
guidance.
A recent study also analysed the student engagement in IBL science lesson
and reported that 91% percent of the student feedback pointed out that it was
highly important to participate in enjoyable science lessons, and IBL activities met
the expectations in terms of enjoyability for 80% of the students (Dumitrescu,
Olteanu, Gorghiu, & Gorghiu, 2014). Smallhorn et al. (2015) studied undergraduate
first year biology students before and after redeveloping IBL laboratories and found
that IBL endorsed higher levels of student satisfaction, engagement and significant
improvements in learning outcomes. IBl laboratories have also helped in deeper
understanding of scientific concepts, increased students’ confidence and lowered
attrition rates (Brownell et al., 2012).
In conclusion, despite the widespread acceptance of inquiry- based learning,
there are critical arguments against the effectiveness of IBL in student learning and
skill development. This can be attributed to the complexity of inquiry-based learning,
which has different approaches to teaching and learning in classrooms (unguided,
minimally guided, guided, teacher led, student driven etcetera). It is evident from
closer analysis that inquiry-based learning is highly effective and beneficial with
systematic teacher guidance at various levels, depending on the content, the
background knowledge and skills of students and investigations undertaken. From
the favouring and opposing evidence, it is important to plan, differentiate and
scaffold the lessons if IBL is to be beneficially executed.
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References
Alake-Tuenter, E., Biemans, H. J., Tobi, H., Wals, A. E., Oosterheert, I., &
Mulder, M. (2012). Inquiry-Based Science Education Competencies of
Primary School Teachers: A literature study and critical review of the
American National Science Education Standards. International Journal of
Science Education, 34(17), 2609-2640.
Arnold, J., Kremer, K., & Mayer, J. (2014). Understanding Students' Experiments—
What kind of support do they need in inquiry tasks?. International Journal of
Science Education, 36(16), 2719-2749, DOI: 10.1080/09500693.2014.930209
Bayram, Oskay, Erdem, Özgür, & Şen. (2013). Effect of Inquiry based Learning
Method on Students’ Motivation. Procedia - Social and Behavioral
Sciences, 106(C), 988-996. doi: 10.1016/j.sbspro.2013.12.112
Brown, J.c. (2017).A metasynthesis of the complementarity of culturally
responsive and inquiry-based science education in K-12 settings:
Implications for advancing equitable science teaching and learning.
Journal of Research in Science Teaching, 54(9), pp. 1143–1173.
DOI10.1002/tea.21401
Brownell, S., Kloser, M., Fukami, T., & Shavelson, R. (2012). Undergraduate
biology lab courses: Comparing the impact of traditionally based
"cookbook" and authentic research-based courses on student lab
experiences. Journal of College Science Teaching, 41(4), 36-45.
Dumitrescu, C., Olteanu, R., Gorghiu, L., & Gorghiu, G. (2014). Learning
Chemistry in the Frame of Integrated Science Modules - Romanian
Students’ Perception. Procedia - Social and Behavioral Sciences, 116,
2516 – 2520.
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Friesen, S., & Scott, D. (2013). Inquiry based learning: A review of research literature.
Alberta Ministry of Education. Retrieved from https://galileo.org/focus-on-
inquiry-lit-review.pdf
Furtak, E. M., Shavelson, R. J., Shemwell, J. T., & Figueroa, M. (2012). To teach
or not to teach through inquiry: Is that the question? In S. M. Carver & J.
Shrager (Eds.), The journey from child to scientist: Integrating cognitive
development and the education sciences (pp. 227–244). Washington,
DC: American Psychological Association.
Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and
quasiexperimental studies of inquiry-based science teaching: A meta-analysis.
Review of Educational Research, 82(3), 300–329. DOI:
10.3102/0034654312457206
Jerrim, J., Oliver, M., & Sims, S. (2019). The relationship between inquiry-based
teaching and students’ achievement. New evidence from a longitudinal PISA
study in England. Learning and Instruction, 61, 35-44.
Lazonder, A. W., & Harmsen, R. (2016). Meta-Analysis of Inquiry-Based Learning:
Effects of Guidance. Review of Educational Research, 86(3), 681–718. DOI:
10.3102/0034654315627366
Lemlech, J. K. (2009). Curriculum and Instructional Methods for Elementary and
Middle School (7th Edition). Upper Saddle River, New Jersey: Pearson.
Lutheran Education Queensland. (n.d). Approaches to learning. Inquiry based
learning. Retrieved from
https://www.australiancurriculum.edu.au/media/1360/lutheran-
education-queensland-inquiry-based-learning.pdf
Smallhorn, M., Young, J., Hunter, N., & Da Silva, K. (2015). Inquiry-based
learning to improve student engagement in a large first year topic. 6(2),
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