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Learning Science Through Inquiry in Informal Contexts

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Inquiry into the Singapore Science Classroom

Part of the book series: Education Innovation Series ((EDIN))

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Abstract

The meaning of the phrase ‘learning science by inquiry’ is opaque, leading to the use of a wide variety of words to partially characterise it, for example, ‘scientific processes, scientific method, experimental approach, formulating hypotheses’, and many others (Abd-El-Khalick & Akerson, 2004). As the focus of this volume is the introduction of inquiry-based science education in Singapore, it is perhaps most useful to consider its overall meaning in terms of the approach that it is supplementing or replacing. There seems to be a desire that a shift takes place from:

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Author information

Authors and Affiliations

  1. King’s College London, The University of Reading, Berkshire, UK

    John K. Gilbert

Authors
  1. John K. Gilbert
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Correspondence to John K. Gilbert .

Editor information

Editors and Affiliations

  1. National Institute of Education, Singapore, Singapore

    Aik-Ling Tan

  2. Ministry of Education, Singapore, Singapore, Singapore

    Chew-Leng Poon

  3. National Institute of Education, Singapore, Singapore

    Shirley S.L. Lim

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© 2014 Springer Science+Business Media Singapore

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Gilbert, J.K. (2014). Learning Science Through Inquiry in Informal Contexts. In: Tan, AL., Poon, CL., Lim, S. (eds) Inquiry into the Singapore Science Classroom. Education Innovation Series. Springer, Singapore. https://doi.org/10.1007/978-981-4585-78-1_16

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