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1.
This research investigated the effect of reflective discussions following inquiry‐based laboratory activities on students' views of the tentative, empirical, subjective, and social aspects of nature of science (NOS). Thirty‐eight grade six students from a Lebanese school participated in the study. The study used a pretest–posttest control‐group design and focused on collecting mainly qualitative data. During each laboratory session, students worked in groups of two. Later, experimental group students answered open‐ended questions about NOS then engaged in reflective discussions about NOS. Control group students answered open‐ended questions about the content of the laboratory activities then participated in discussions of results of these activities. Data sources included an open‐ended questionnaire used as pre‐ and posttest, answers to the open‐ended questions that experimental group students answered individually during every session, transcribed videotapes of the reflective discussions of the experimental group, and semi‐structured interviews. Results indicated that explicit and reflective discussions following inquiry‐based laboratory activities enhanced students' views of the target NOS aspects more than implicit inquiry‐based instruction. Moreover, implicit inquiry‐based instruction did not substantially enhance the students' target NOS views. This study also identified five major challenges that students faced in their attempts to change their NOS views. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1229–1252, 2010 相似文献
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In high‐school chemistry the pre‐experimental phase of inquiry cycles often remains neglected. According to a procedural model, which is described in the text, this phase begins with an observation that stimulates students’ prior factual knowledge, the formulation of a research question for further elaboration (epistemic questions), the anticipation of a hypothetical answer, and the planning of experimental steps for deciding on the hypothetical answer. These activities were explicitly prescribed in an experimental group of 28 10th‐graders. Raising the quality of students’ epistemic research questions by providing structured help was a special focus of the intervention. Hypothesised motivational and cognitive effects were measured and compared with a group of 25 students (control group) who engaged in non‐structured pre‐experimental activities. The intervention provided to the experimental group resulted in stronger preferences for a more open and non‐recipe type of experimentation, in more intense cognitive activities (thoughts), and, most importantly, in increased skills for formulating causal epistemic questions. Supporting such procedural skills in classrooms may contribute to transforming labwork into intentional activities and students into active learners by helping them focus on further elaborating their knowledge. 相似文献
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提出问题的能力是创新人才素质的重要组成部分,是发明创造的源泉之一。民主、和谐的 课堂气氛有利于问题产生;提出问题技能的训练是培养学生提出问题能力的必要途径。 相似文献
4.
This study examined the impact of an inquiry‐based instructional intervention on (a) children's ability to conduct science inquiry overall and to use specific skills in inquiry, and (b) narrowing the gaps in children's ability among demographic subgroups of students. The intervention consisted of instructional units, teacher workshops, and classroom practices. The study involved 25 third‐ and fourth‐grade students from six elementary schools representing diverse linguistic and cultural groups. Quantitative results demonstrated that the intervention enhanced the inquiry ability of all students regardless of grade, achievement, gender, ethnicity, socioeconomic status (SES), home language, and English proficiency. Particularly, low‐achieving, low‐SES, and English for Speakers of Other Languages (ESOL) exited students made impressive gains. The study adds to the existing literature on designing learning environments that foster science inquiry of all elementary students. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 337–357, 2005 相似文献
5.
An inquiry-type laboratory has been implemented into the chemistry curriculum in high schools in Israel. In this study, we
investigated the idea that generally the science laboratory provides a unique learning environment that differs from the learning
environment that exists in classrooms in which other instructional techniques are used. Moreover, the inquiry laboratory provides
students with a learning situation in which they are involved in activities that might influence some of the variables that
are influencing the learning environment of such laboratories. In this study, the Science Laboratory Environment Inventory
(SLEI) was used to assess the students' perceptions of their chemistry laboratory learning environment. Statistical comparison
of two groups (control and inquiry) revealed significant differences between the groups regarding their actual perceptions.
Moreover, it was found that the differences between the actual and preferred laboratory learning environment were significantly
smaller for the inquiry group than for the control group.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
6.
Inquiry is essentially a process in which research questions are asked and an attempt is made to find the answers. However, the formulation of operational research questions of the sort used in authentic scientific inquiry is not a trivial task. Here, we set out to explore the possible influence of separating the research question from the laboratory techniques used to try and answer this question on teachers' understanding of laboratory techniques and their ability to formulate research questions. We conducted a laboratory course in microbiology in which the laboratory techniques were presented in an explicit and generalized manner, in the context of specific research questions. During the course, teachers' understanding of laboratory techniques improved as reflected in their answers to exercises given throughout. In addition, teachers' ability to ask research questions, analyzed using Dillon's classification of research questions, also improved. When reflecting upon the course, some teachers attributed the change in their ability to ask research questions to their increased knowledge of techniques, whereas others did not. We conclude that to facilitate research‐question‐asking skills among teachers, they should be provided with knowledge of the relevant laboratory techniques in an explicit fashion. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1296–1320, 2012 相似文献
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Lichun Gai Changlong Zheng Norman G. Lederman Judith S. Lederman Huihong Jiao 《International Journal of Science Education》2019,41(9):1228-1245
The purpose of this study is to examine the salient characteristics of the ‘Question-Answer Process’ (QAP) in senior high school chemistry class between pre- and in-service teachers. We first developed the ‘Instrument of Question-Answer Process’ (IQAP), and then, applied it to compare salient characteristics of QAP between pre- and in-service teachers. Data collection consists of classroom observation and structured-interview. Participants are seven pre-service and seven in-service chemistry teachers. The results are: (a) Both pre-and in-service teachers ask most of the questions and students ask few questions; (b) Pre-service teachers ask more lower cognitive level questions, while in-service teachers ask more higher cognitive level questions; (c) Pre-service teachers tend to ask non-volunteer students while in-service teachers tend to ask volunteer students to respond; (d) Pre-service teachers tend to be ‘no feedback or ignore’ after students provide answers and both pre- and in-service teachers seldom guide students to reflect on answers; and (e) The frequency of authority of ‘student’ in pre-service teachers’ class is much higher than those in in-service teachers’ class, while the frequency of authority of ‘teacher and student’ is much lower than those of in-service teachers’ class. 相似文献
9.
This study explores effects of participation by second‐semester college general chemistry students in an extended, open‐inquiry laboratory investigation. Verbal interactions among a student lab team and with their instructor over three open‐inquiry laboratory sessions and two non‐inquiry sessions were recorded, transcribed, and analyzed. Coding categories were developed using the constant comparison method. Findings indicate that, during open‐inquiry activities, the student team interacted less often, sought less instructor guidance, and talked less about chemistry concepts than during their non‐inquiry activities. Evidence suggests that the students employed science process skills and engaged in higher‐order thinking during both types of laboratory activities. Implications for including open‐inquiry experiences in general chemistry laboratory programs on student understanding of science as inquiry are discussed. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1160–1186, 2007 相似文献
10.
屠岚 《南昌教育学院学报》2011,26(3):132-133
在化学课堂教学中,很少有学生主动向老师提出问题,这样很难提高学生的创新思维能力和解决问题的能力。本文主要对这种现象进行分析并提出提高学生提问能力的对策。 相似文献
11.
Michal Zion Tova Michalsky Zemira R. Mevarech 《International Journal of Science Education》2013,35(8):957-983
The study is aimed at investigating the effects of four learning methods on students’ scientific inquiry skills. The four learning methods are: (a) metacognitive‐guided inquiry within asynchronous learning networked technology (MINT); (b) an asynchronous learning network (ALN) with no metacognitive guidance; (c) metacognitive‐guided inquiry embedded within face‐to‐face (F2F) interaction; and (d) F2F interaction with no metacognitive guidance. The study examined general scientific ability and domain‐specific inquiry skills in microbiology. Participants were 407 10th‐grade students (15 years old). The MINT research group significantly outperformed all other research groups, and F2F (group d) acquired the lowest mean scores. No significant differences were found between research groups (b) and (c). MINT makes significant contributions to students’ achievements in designing experiments and drawing conclusions. The novel use of metacognitive training within an ALN environment demonstrates the advantage of enhancing the effects of ALN on students’ achievements in science. 相似文献
12.
This study investigated differences across four countries in the amount and nature of above‐average ability and average‐ability pre‐adolescents’ everyday life, scientific, moral, spiritual and religious questions. The participants (N?=?975) of this study were fifth‐and sixth‐grade elementary school students from different schools in Finland (N?=?367), the USA (N?=?164), Hong Kong (N?=?169) and Bahrain (N?=?275). Approximately half of the students in each country came from special programmes or schools serving above‐average‐ability students. The results showed that above‐average‐ability students from each participating country asked more scientific and moral questions than their average‐ability peers. This finding was not found to be gender‐related. Furthermore, in each country the average‐ability students asked more everyday life questions than their gifted peers. The Christian influence in the Finnish and US data, and Muslim influence in the Bahrain data were seen in the spiritual and religious questions asked by pre‐adolescents. Additionally, in all the data sets girls asked more spiritual and religious questions than boys. The results point to the need for teachers to discuss moral, religious and spiritual questions influencing pre‐adolescents’ futures. 相似文献
13.
The case‐based computerized laboratory (CCL) is a chemistry learning environment that integrates computerized experiments with emphasis on scientific inquiry and comprehension of case studies. The research objective was to investigate chemical understanding and graphing skills of high school honors students via bidirectional visual and textual representations in the CCL learning environment. The research population of our 3‐year study consisted of 857 chemistry 12th grade honors students from a variety of high schools in Israel. Pre‐ and postcase‐based questionnaires were used to assess students' graphing and chemical understanding–retention skills. We found that students in the CCL learning environment significantly improved their graphing skills and chemical understanding–retention in the post‐ with respect to the prequestionnaires. Comparing the experimental students to their non‐CCL control peers has shown that CCL students had an advantage in graphing skills. The CCL contribution was most noticeable for experimental students of relatively low academic level who benefit the most from the combination of visual and textual representations. Our findings emphasize the educational value of combining the case‐based method with computerized laboratories for enhancing students' chemistry understanding and graphing skills, and for developing their ability to bidirectionally transfer between textual and visual representations. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 219–250, 2008. 相似文献
14.
In previous studies, science students have been trained to ask more and better questions through intensive instruction apart from the ongoing academic program. Cognitive strategies (such as questioning) are developed best, however, within the framework of an academic subject. In the current study, questioning skills were taught to high school chemistry students in the context of their laboratory experiments. Since both intellectual development and questioning skills are causally related to problem solving, the effect of intellectual development on the learning of questioning skills also was investigated. The Piagetian model of intellectual development was chosen for its demonstrated effects on many important aspects of science instruction. The number and quality of student research questions was measured by the Science Inquiry Assessment Instrument. The student's level of intellectual development was measured by the Classroom Test of Formal Operations. The twelve-week experimental treatment involved printed lessons which taught students to ask research questions in response to unanticipated observations in their regularly scheduled laboratory experiments. The pretest exaggerated the effect of this treatment. This effect, however, was significant among unpretested students, accounting for 14% of the post-test score variance. The level of intellectual development has no effect on these post-test scores. These important questioning skills can be acquired within the framework of the regularly scheduled classroom activities by high school chemistry students, irrespective of their level of Piagetian intellectual development. 相似文献
15.
The purpose of this investigation was to determine if an instrument, originally designed to classify levels of teachers' questions on the basis of logical operations, could be utilized to measure the level of inquiry present in a classroom discussion and to determine if the inquiry questioning behavior of the teacher influenced student achievement. The results of the study show that the modified classification scheme could accurately and reliably measure the inquiry level of teachers' classroom questions. The data also indicated that teachers who ask a greater proportion of high inquiry questions cause a greater change in students as measured by an achievement examination. 相似文献
16.
The current study deals with the development of system thinking skills at the junior high school level. The sample population included about 50 eighth‐grade students from two different classes of an urban Israeli junior high school who studied an earth systems‐based curriculum that focused on the hydro cycle. The study addressed the following research questions: (a) Could the students deal with complex systems?; (b) What has influenced the students' ability to deal with system perception?; and (c) What are the relationship among the cognitive components of system thinking? The research combined qualitative and quantitative methods and involved various research tools, which were implemented in order to collect the data concerning the students' knowledge and understanding before, during, and following the learning process. The findings indicated that the development of system thinking in the context of the earth systems consists of several sequential stages arranged in a hierarchical structure. The cognitive skills that are developed in each stage serve as the basis for the development of the next higher‐order thinking skills. The research showed that in spite of the minimal initial system thinking abilities of the students most of them made some meaningful progress in their system thinking skills, and a third of them reached the highest level of system thinking in the context of the hydro cycle. Two main factors were found to be the source of the differential progress of the students: (a) the students' individual cognitive abilities, and (b) their level of involvement in the knowledge integration activities during their inquiry‐based learning both indoors and outdoors. © 2005 Wiley Periodicals, Inc. 相似文献
17.
An inquiry-oriented laboratory in chemistry was integrated into the chemistry curriculum in Jewish high schools in Israel, and after a short period was also implemented in Arab sector. In this study, we investigated the effect of culture on the perceptions of laboratory classroom learning environments by comparing the perceptions of Arab and Jewish high school students who learned the inquiry-oriented chemistry laboratory. The learning environment is influenced by student-teacher relationship and we thought that this relation is an important issue in the inquiry laboratory and is different between the Arab and Jewish populations. However, until recently, the Arab teachers have remained in the centre of the learning process and their students perceived them as the main source of knowledge and information. In this study, we used both quantitative and qualitative methods to determine whether the laboratory learning environment was different in Arab and Jewish classes that learned in the inquiry-oriented laboratory in chemistry. A statistical comparison of Arab and Jewish inquiry groups revealed significant differences in their actual and preferred perceptions. From the qualitative part of the study, we found that the teachers and students from the Arab and Jewish sectors were statistically similar in the categories that we measured during the inquiry phase, but they were statistically different during the pre-inquiry phase of the laboratory. From the interviews with the teachers and the students, we found that there were differences in the student-teacher relationship between the two sectors. 相似文献
18.
Our goals in this study were to explore the type of written questions students ask after reading one or more chapters from their textbook, and to investigate the ability of students to improve their questions during the course of a single semester. In order to classify student's questions we used a taxonomy that we have developed specifically for this purpose. Two comparable populations were examined: Undergraduate students in a large, introductory biology class who were taught in traditional lecture format, and students in a similar class who were taught in cooperative/active learning style. After the taxonomy was presented to the active learning class, more students were able to pose better, written questions. Their questions became more insightful, thoughtful, and content‐related, and were not easily answered by consulting the textbook or another readily available source. The best questions could be recast as scientific research questions (i.e., hypotheses). In contrast, when the taxonomy was presented to students in the traditionally taught class, the quality of student‐posed questions was largely unchanged. Various explanations for the difference in outcomes are discussed, and methods are suggested about how generally to encourage students' questions and to improve their question‐asking skills regardless of overall teaching style. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 854–870, 2000 相似文献
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The purpose of this study was to examine the effectiveness of traditional versus guided inquiry (with problem-solving process and cognitive function training) on high school chemistry knowledge, science process skills, scientific attitudes, and problem-solving competency. Two classes of students were recruited from three classes of Grade 11 students at one school in North-eastern Thailand. Using a split-plot design, students were assigned to an experimental (N = 34) and a control group (N = 31), and were administered (a) learning achievement tests (chemistry knowledge, science process skills, and scientific attitude), (b) a problem-solving competency test, and c) tests of cognitive functioning. The findings showed that students’ learning achievement and problem-solving competency in the guided inquiry group were significantly higher than in the traditional group. The effect of the new teaching method does not seem to stem solely from improvement in cognitive functioning. We attributed the improvement to greater flexibility in the amount of information provided by the teachers, more effortful processing by the students, and greater collaboration amongst the students. 相似文献