Quality criteria of inquiry-based learning resources in primary school science education. A systematic literature review
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Authors
Author (Corporation)
Publication date
2019
Typ of student thesis
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Type
04B - Conference paper
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Editor (Corporation)
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Parent work
Conference Book. International conference on approaches to scaling up professional development in maths and science education
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DOI of the original publication
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Series number
Volume
Issue / Number
Pages / Duration
88-90
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Publisher / Publishing institution
Place of publication / Event location
Freiburg im Breisgau
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Abstract
There are many resources for inquiry-based learning in primary school science education available, but only a few have been empirically evaluated. Therefore, it is a vital skill for teachers to be able to assess the quality of the resources. Well-designed resources increase inquiry-based learning considerably (Lazonder & Harmsen 2016, Möller 2010, Möller Kleickmann and Tröbst 2009). Likewise, knowledge about quality criteria is central to developers of learning resources, policy makers and school authorities responsible for issuing recommendations and regulations for instructional materials. Despite the importance of evidence-based quality criteria, a systematic literature review (SLR) that compiles quality criteria is lacking. To fill this gap, we conducted a SLR that identifies quality criteria of inquiry-based learning resources for primary school science education.
Keywords
Subject (DDC)
Event
Educating the Educators III
Exhibition start date
Exhibition end date
Conference start date
07.10.2019
Conference end date
08.10.2019
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Language
German
Created during FHNW affiliation
No
Strategic action fields FHNW
Publication status
Published
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Citation
Longhitano, M., & Lennart Schalk. (2019). Quality criteria of inquiry-based learning resources in primary school science education. A systematic literature review. In Pädagogische Hochschule Freiburg (ed.), Conference Book. International conference on approaches to scaling up professional development in maths and science education (pp. 88–90). https://irf.fhnw.ch/handle/11654/45534