期刊名称：Journal of Systemics, Cybernetics and Informatics
印刷版ISSN：1690-4532
电子版ISSN：1690-4524
出版年度：2017
卷号：15
期号：3
页码：22-25
出版社：International Institute of Informatics and Cybernetics
摘要：This study shares the findings of a school-based ActionResearch project to explore how inquiry-based science practicallessons designed using the Flipped Science Inquiry@CGSclassroom pedagogical model influence the way students learnscientific knowledge and also students’ development of 21stcentury competencies, in particular, in the area of KnowledgeConstruction.Taking on a broader definition of the flipped classroompedagogical model, the Flipped Science Inquiry@CGSframework adopts a structure that inverted the traditionalscience learning experience. Scientific knowledge is constructedthrough discussions with their peers, making use of their priorknowledge and their experiences while engaging in hands-onactivities.Through the study, it is found that with the use of the FlippedScience Inquiry@CGS framework, learning experiences that arebetter aligned to the epistemology of science while developing21st century competencies in students are created.
关键词：21st Century Competencies; Educational research;Pedagogy; Innovative teaching; Flipped classroom; Inquirybased;learning.
