Theory of knowledge-oriented inquiry teaching

Yu Lim Chen^1,2*

¹Department of Physics, National Taiwan Normal University, Taipei City, Taiwan
²College of Teacher Education, National Taiwan Normal University, Taipei City, Taiwan

* Presenter:Yu Lim Chen, email:chendaneyl@ntnu.edu.tw

The development of science is the process of continuously re-constructing the model of nature. The previous study indicates that students’ learning and construction of science knowledge corresponds to the evolution of humans’ science concepts [1, 2, 3]. Therefore, from the perspective of scientific epistemology, course design based on real research literature is one of the useful ways of inquiry-based teaching or problem-based teaching.

Reference
1. M. McCloskey, Naive theories of motion, In D. Gentner & A. Stevens(eds.), Mental Models, 299-324, Lawrence Erlbaum, 1983
2. S. Carey , Conceptual change in childhood, MIT Press, 1985
3. S. Carey, Cognitive science and science education, American Psychologist, 41, 1123-1130, 1986

Keywords: epistemology, inquiry, teaching