Teachers’ Understanding of Inquiry-Based Teaching
| Type | Classification | Subcategory | US (N = 9) | Japan (N = 15) |
|---|---|---|---|---|
| 1 | Students’ hands-on activities | 2 | 1 | |
| 2a | Students’ own explorations of concepts | Difficult in classroom | 0 | 2 |
| 2b | Algorithmic | 1 | 0 | |
| 2c | Inquiry learning is separate from acquisition of knowledge | 1 | 3 | |
| 2d | Students’ self-directedness and open-ended questions | 2 | 1 | |
| 2e | Scenario-driven teaching | 0 | 4 | |
| 2f | Scientists’ way | 2 | 3 | |
| 3 | Teacher helps students make connections | 1 | 1 |
| 1 | Students’ hands-on activities | 2 | 1 | |
| 2a | Students’ own explorations of concepts | Difficult in classroom | 0 | 2 |
| 2b | Algorithmic | 1 | 0 | |
| 2c | Inquiry learning is separate from acquisition of knowledge | 1 | 3 | |
| 2d | Students’ self-directedness and open-ended questions | 2 | 1 | |
| 2e | Scenario-driven teaching | 0 | 4 | |
| 2f | Scientists’ way | 2 | 3 | |
| 3 | Teacher helps students make connections | 1 | 1 |
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