This research studies how resource-based learning environment (RBLE) facilitates primary learners to develop knowledge of the “Earth Movement”. The study establishes an RBLE in the classrooms by creating authentic contexts, selecting appropriate resources and tools, and adopting necessary scaffolds to facilitate the teaching and learning of the selected topic. The learning outcomes were studied by statistical comparison of learners’ pre-lesson and post-lesson tests achievements. The study also examines the learning and working processes by the analysis of the lessons, and teachers’ and learners’ responses in post-lesson interviews. The analysis found that the learning and working processes can be generally classified into two approaches: teacher-regulated inquiry learning and interactive inquiry learning, and pupils’ learning outcomes varied in these two approaches.
|Publication status||Published - 2007|