Abstract
This study examines the strategies used in a science club by a science-fair-award-winning teacher instructing talented senior high school students in scientific inquiry. Using the framework developed by Collins et al. (Cognitive apprenticeship: teaching the craft of reading, writing and mathematics. In: Resnick L (ed) Knowing, learning, and instruction: essays in honor of Robert Glaser. Lawrence Erlbaum Associates, Hillsdale, pp 453–494, 1989) for designing an ideal learning environment from cognitive apprenticeship perspectives, the study first analyzed the club’s activities, teaching methods, sequencing of learning activities, and sociology within the club. It then investigated the processes used by the teacher to simultaneously and equitably instruct multiple groups of students in scientific inquiry. While using the science club to promote scientific inquiry, the teacher utilized cognitive apprenticeship perspectives in his teaching. In the science club, the teacher gathered many resources, thus helping the continuity of various learning experiences. The teacher employed multi-content lessons to cultivate each club student’s ability in science inquiry. Thus, this study presents an effective analysis of a science-fair-award-winning teacher’s use of a science club to direct students’ science academic progress through science inquiry activities.
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Acknowledgments
I would like to thank Professor Enshan Liu for his patient guidance and valuable suggestions. I also want to give my sincere appreciation to teacher Zhang who is the teacher in this study, for his cooperation and all his assistance.
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Li, X. (2017). A Case Study of a Science Teacher in a Science Club Teaching Scientific Inquiry. In: Liang, L., Liu, X., Fulmer, G. (eds) Chinese Science Education in the 21st Century: Policy, Practice, and Research. Contemporary Trends and Issues in Science Education, vol 45. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-9864-8_15
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