Lernwerkstatt: An Inclusive Approach in Science Education

Publikation: Beiträge in SammelwerkenAufsätze in SammelwerkenTransferbegutachtet

Standard

Lernwerkstatt : An Inclusive Approach in Science Education. / Abels, Simone Juliane; Minnerop-Haeler, Elisabeth.

Science Education towards Inclusion. Hrsg. / S. Markic; S. Abels. New York City : Nova Science Publishers, Inc., 2016. S. 137-156 ( Education in a competitive and globalizing world).

Publikation: Beiträge in SammelwerkenAufsätze in SammelwerkenTransferbegutachtet

Harvard

Abels, SJ & Minnerop-Haeler, E 2016, Lernwerkstatt: An Inclusive Approach in Science Education. in S Markic & S Abels (Hrsg.), Science Education towards Inclusion. Education in a competitive and globalizing world, Nova Science Publishers, Inc., New York City, S. 137-156.

APA

Abels, S. J., & Minnerop-Haeler, E. (2016). Lernwerkstatt: An Inclusive Approach in Science Education. in S. Markic, & S. Abels (Hrsg.), Science Education towards Inclusion (S. 137-156). ( Education in a competitive and globalizing world). Nova Science Publishers, Inc..

Vancouver

Abels SJ, Minnerop-Haeler E. Lernwerkstatt: An Inclusive Approach in Science Education. in Markic S, Abels S, Hrsg., Science Education towards Inclusion. New York City: Nova Science Publishers, Inc. 2016. S. 137-156. ( Education in a competitive and globalizing world).

Bibtex

@inbook{f2fcdfa71f8c4f098df26bb27dd9921c,
title = "Lernwerkstatt: An Inclusive Approach in Science Education",
abstract = "Inclusion is a holistic process. Developments on school and classroom level have to go hand in hand to progress successfully. In this chapter we introduce an Austrian inclusive middle school where all teachers and a dedicated principal approached inclusive teaching despite systemic barriers. The developments in science education are particularly focused. The teachers implemented an open inquiry setting, a kind of workshop center called Lernwerkstatt in Austria, where all students participate in - no matter what cultural or social background, age or gender, religion or achievement level, etc. they have. They work on individual questions they are interested in, plan and conduct investigations, analyze and present their findings. During an inquiry the phase of finding questions counts as very crucial and rather difficult. Thus, it is important to understand how all students engage and participate in this inquiry phase and how they can be supported. Mainly through video-based observations and inductive analysis this research interest is pursued. The results give detailed insights into inclusive science teaching practices.",
keywords = "Didactics of sciences education",
author = "Abels, {Simone Juliane} and Elisabeth Minnerop-Haeler",
year = "2016",
month = jan,
day = "1",
language = "English",
isbn = "978-1-63485-361-3",
series = " Education in a competitive and globalizing world",
publisher = "Nova Science Publishers, Inc.",
pages = "137--156",
editor = "S. Markic and Abels, {S. }",
booktitle = "Science Education towards Inclusion",
address = "United States",

}

RIS

TY - CHAP

T1 - Lernwerkstatt

T2 - An Inclusive Approach in Science Education

AU - Abels, Simone Juliane

AU - Minnerop-Haeler, Elisabeth

PY - 2016/1/1

Y1 - 2016/1/1

N2 - Inclusion is a holistic process. Developments on school and classroom level have to go hand in hand to progress successfully. In this chapter we introduce an Austrian inclusive middle school where all teachers and a dedicated principal approached inclusive teaching despite systemic barriers. The developments in science education are particularly focused. The teachers implemented an open inquiry setting, a kind of workshop center called Lernwerkstatt in Austria, where all students participate in - no matter what cultural or social background, age or gender, religion or achievement level, etc. they have. They work on individual questions they are interested in, plan and conduct investigations, analyze and present their findings. During an inquiry the phase of finding questions counts as very crucial and rather difficult. Thus, it is important to understand how all students engage and participate in this inquiry phase and how they can be supported. Mainly through video-based observations and inductive analysis this research interest is pursued. The results give detailed insights into inclusive science teaching practices.

AB - Inclusion is a holistic process. Developments on school and classroom level have to go hand in hand to progress successfully. In this chapter we introduce an Austrian inclusive middle school where all teachers and a dedicated principal approached inclusive teaching despite systemic barriers. The developments in science education are particularly focused. The teachers implemented an open inquiry setting, a kind of workshop center called Lernwerkstatt in Austria, where all students participate in - no matter what cultural or social background, age or gender, religion or achievement level, etc. they have. They work on individual questions they are interested in, plan and conduct investigations, analyze and present their findings. During an inquiry the phase of finding questions counts as very crucial and rather difficult. Thus, it is important to understand how all students engage and participate in this inquiry phase and how they can be supported. Mainly through video-based observations and inductive analysis this research interest is pursued. The results give detailed insights into inclusive science teaching practices.

KW - Didactics of sciences education

UR - http://www.scopus.com/inward/record.url?scp=85024874578&partnerID=8YFLogxK

M3 - Contributions to collected editions/anthologies

SN - 978-1-63485-361-3

T3 - Education in a competitive and globalizing world

SP - 137

EP - 156

BT - Science Education towards Inclusion

A2 - Markic, S.

A2 - Abels, S.

PB - Nova Science Publishers, Inc.

CY - New York City

ER -