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1.
Ya-Chun Chen Yi-Ting Pan Zuway-R Hong Xue-Fang Weng 《Research in Science & Technological Education》2020,38(2):185-207
ABSTRACTBackground: As inquiry-based instruction is not universally implemented in science classrooms, it is crucial to introduce instructional strategies through the use of contextualized learning activities to allow students with different background knowledge and abilities to learn the essential competencies of scientific inquiry and promote their emotional perception and engagement.Purpose: This study explores how essential scientific competencies of inquiry can be integrated into classroom teaching practices and investigates both typical and gifted secondary students’ emotional perception and engagement in learning activities.Sample: A case teacher along with 226 typical and 18 gifted students from a suburban secondary school at Taiwan participated in this study.Design and methods: After attending twelve 3-hour professional development workshops that focused on scientific inquiry teaching, the case teacher voluntarily developed and elaborated her own teaching activities through the discussions and feedback that she received from workshop participants and science educators. Quantitative and qualitative data were collected through activity worksheet, questionnaire, video camera, and tape recorders. Frequency distribution, Mann-Whitney U test, and discourse analysis were used for data analyses.Results: Case teacher’s teaching activities provide contextual investigations that allow students to practice making hypotheses, planning investigations, and presenting and evaluating findings. Students’ learning outcomes reveal that typical students can engage in inquiry-based learning with positive emotional perception as well as gifted students regardless of their ability level. Both gifted and typical students’ positive emotional perception of and active engagement in learning provide fresh insight into feasible instructions for teachers who are interested in inquiry-based teaching but have little available time to implement such instructions into their classrooms.Conclusions: The results of our work begin to address the critical issues of inquiry-based teaching by providing an exemplary teaching unit encompassing essential scientific competencies 相似文献
2.
AbstractThis paper links educational psychology research about curiosity to teacher moves that are effective in an inquiry-based mathematics classroom. Three vignettes will show explicit teacher moves (staging disagreement, intriguing anecdotes, and creating a safe space) for different audiences (math majors, mathematics for liberal arts students, and future elementary school teachers) and tie them to particular studies about curiosity. The goal is to deepen our thinking about inquiry-based teaching by considering curiosity as one of the starting points of inquiry. Educational psychologists have found ample evidence that curiosity improves learning. We claim that curiosity and inquiry are deeply connected in a curiosity–inquiry cycle and become most active in a classroom that exhibits a culture of asking questions. 相似文献
3.
Berit S. Haug 《Journal of Science Teacher Education》2014,25(1):79-96
This study examines how an inquiry-based approach to teaching and learning creates teachable moments that can foster conceptual understanding in students, and how teachers capitalize upon these moments. Six elementary school teachers were videotaped as they implemented an integrated inquiry-based science and literacy curriculum in their classrooms. In this curriculum, science inquiry implies that students search for evidence in order to make and revise explanations based on the evidence found and through critical and logical thinking. Furthermore, the curriculum material is designed to address science key concepts multiple times through multiple modalities (do it, say it, read it, write it). Two types of teachable moments were identified: planned and spontaneous. Results suggest that the consolidation phases of inquiry, when students reinforce new knowledge and connect their empirical findings to theory, can be considered as planned teachable moments. These are phases of inquiry during which the teacher should expect, and be prepared for, student utterances that create opportunities to further student learning. Spontaneous teachable moments are instances when the teacher must choose to either follow the pace of the curriculum or adapt to the students’ need. One implication of the study is that more teacher support is required in terms of how to plan for and effectively utilize the consolidation phases of inquiry. 相似文献
4.
Joseph E. Ireland James J. Watters Jo Brownlee Mandy Lupton 《Journal of Science Teacher Education》2012,23(2):159-175
This study explored practicing elementary school teacher’s conceptions of teaching in ways that foster inquiry-based learning
in the science curriculum (inquiry teaching). The advocacy for inquiry-based learning in contemporary curricula assumes the
principle that students learn in their own way by drawing on direct experience fostered by the teacher. That students should
be able to discover answers themselves through active engagement with new experiences was central to the thinking of eminent
educators such as Pestalozzi, Dewey and Montessori. However, even after many years of research and practice, inquiry learning
as a referent for teaching still struggles to find expression in the average teachers’ pedagogy. This study drew on interview
data from 20 elementary teachers. A phenomenographic analysis revealed three conceptions of teaching for inquiry learning
in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing
interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students
with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and
answer their own questions. Understanding teachers’ conceptions has implications for both the enactment of inquiry teaching
in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for
engaging students in Science. 相似文献
5.
6.
The purpose of this study was to describe attitudes of first and second grade teachers in Benin, toward school science and
their instructional preferences (inquiry-based and traditional noninquiry-based instruction), and determine some factors that
could explain these attitudes and preferences. Three hundred (N=300) preparatory classroom teachers (first and second grades) were randomly selected and surveyed regarding their attitudes
and preferences. Data was gathered via the Revised Science Attitude Scale, the Science Teachers' Ideological Preference Scale,
and open-ended questions. The results indicated that first and second grade teachers have a low regard for school science
and low level of orientation toward both inquiry-based and traditional instruction. This means that these teachers rejected
traditional approaches of science teaching but at the same time did not accept inquiry teaching as a legitimate alternative.
Participants' low level of orientation towards inquiry-based instruction could be explained by three dimensions of attitude;
handling (handling of science equipment), time (time required to prepare and teach science), and need (the basic needs students
have for science). However, time and handling significantly contributed to their orientation towards traditional noninquiry-based
instruction. Four categories from the open-ended responses – perceived instructional practices, student-centeredness of the
curriculum, lack of materials and supplies, and training – were used to understand and further explain participants' attitudes
and instructional preferences. 相似文献
7.
Girls’ attitudes towards mathematics can impact their achievement and career choices in STEM fields. Can the introduction of inquiry-based learning (IBL) in mathematics classes generate positive associations between girls’ perceptions of the learning environment and their attitudes towards mathematics? Based in the United Arab Emirates, this study provided important information about the relationships between learning environment factors central to an inquiry method and student engagement. Data collection involved administering two surveys to female mathematics students (N?=?291) in four schools: one to assess students’ perceptions of the learning environment and another to assess students’ attitudes towards mathematics. Positive and statistically-significant (p?<?.01) associations emerged between learning environment factors important to an inquiry approach and students’ attitudes. These findings provide important information about how IBL might improve girls’ attitudes towards mathematics classes and whether IBL environments are related to their attitudes.
相似文献8.
Kuay-Keng Yang Ling Lee Zuway-R Hong 《International Journal of Science Education》2016,38(13):2133-2151
The purpose of this study was to explore the effectiveness of the creative inquiry-based science teaching on students’ creative science thinking and science inquiry performance. A quasi-experimental design consisting one experimental group (N?=?20) and one comparison group (N?= 24) with pretest and post-test was conducted. The framework of the intervention focused on potential strategies such as promoting divergent and convergent thinking and providing an open, inquiry-based learning environment that are recommended by the literature. Results revealed that the experimental group students outperformed their counterparts in the comparison group on the performances of science inquiry and convergent thinking. Additional qualitative data analyses from classroom observations and case teacher interviews identified supportive teaching strategies (e.g. facilitating associative thinking, sharing impressive ideas, encouraging evidence-based conclusions, and reviewing and commenting on group presentations) for developing students’ creative science thinking. 相似文献
9.
Recruiting and preparing STEM majors for teaching has become one of the major efforts at improving mathematics and science teacher quality at secondary level. One question is whether STEM majors who have not had the chance to experience active learning in mathematics and science classes as secondary students themselves know what inquiry pedagogy is. Secondly, it is unclear whether those who experienced inquiry in their college introductory discipline courses will be able to utilize the pedagogy in teaching secondary content. We address these questions through studying an undergraduate research methods course designed to improve STEM majors’ capacity for delivering inquiry-based mathematics and science lesson. Analysis of data from pre-and-post course surveys and students’ written research reports including students’ reflection on their inquiry projects suggests that offering future STEM teachers opportunities to conduct inquiry and reflect explicitly on how inquiry can be used to teach secondary content is important and beneficial. 相似文献
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11.
Brenda M. Capobianco 《Journal of Science Teacher Education》2007,18(2):271-295
This self-study examined the 1st-year science teacher educator's integration of instructional technology into a science methods
course and modeled the reflective practice of her own teaching. Elementary science methods students participated in a series
of inquiry-based activities that utilized various instructional technologies. Data sources included daily reflections, formative
assessments, concern-based surveys, and class assignments. Findings from this self-study revealed that the teacher educator's
own reflections and practical inquiry influenced and paralleled her students’ development of learning how to teach scientific
inquiry using instructional technology. Results suggest that inviting preservice teachers into reflective practice and modeling
for them the development of professional practical knowledge allow them to address the uncertainties in their own learning
about using technology for inquiry-based science teaching. 相似文献
12.
The Concept of Environmental Education 总被引：4，自引：0，他引：4
William B. Stapp 《The Journal of environmental education》2013,44(1):30-31
This exploratory study investigated elementary teachers’ beliefs about, perceived competencies for, and reported use of scientific inquiry to promote students’ learning about environmental issues and for environmental decision making and action. Data were collected through a questionnaire administered to a simple random sample of elementary teachers in and around a Midwestern university community (n = 121, r = 52%). Respondents did not differentiate between inquiry practices that promote student learning about and for the environment. While respondents believed that they should engage in these practices, they were less confident in their ability to do so, and reported spending little time engaging in these practices. Results also suggest, however, that methods courses and professional development can support elementary teachers’ use of inquiry-based teaching about and for the environment. 相似文献
13.
Minkee Kim Jari Lavonen Kalle Juuti Jack Holbrook Miia Rannikmäe 《International Journal of Science and Mathematics Education》2013,11(2):359-383
In inquiry-based science education, there have been gradual shifts in research interests: the nature of scientific method, the debates on the effects of inquiry learning, and, recently, inquiry teaching. However, many in-service programs for inquiry teaching have reported inconsistent results due to the static view of classroom inquiries and due to the partial perspective between individual and collaborative reflections. Thus, by means of a theoretical progress model of collaborative reflection, this qualitative research aims to investigate reflections of four participant teachers before and during a half-year in-service teacher program. The model captures the following four interactions for each individual teacher and among the teacher cohort: belief to practice, practice to belief, stimulation, and reinforcement. The audio–video data and their quantification allowed identification of the teachers’ consistent prior beliefs and practices as a multiplicity of inquiry teaching and their interwoven progress during the program. The findings are further discussed in terms of the implicit development and the richer repertoire. 相似文献
14.
Noriyuki Inoue 《Journal of Mathematics Teacher Education》2011,14(1):5-23
One danger of integrating inquiry-based problem-solving activities into mathematics lessons is that different strategies could
be accepted without in-depth discussions on the cogency and efficiency of the strategies. To overcome this issue, Japanese
teachers typically go through a series of lesson-study-based teacher learning sessions and learn how to help students build
consensus on the best mathematical strategy and think deeply about problem solving (neriage in Japanese). Assuming that this can also be an effective model in other cultural contexts, a video-based lesson study was
conducted for a group of US teachers to effectively incorporate consensus building discussions in their mathematical inquiry
lessons. Through the lesson study, the teachers learned to release control of class discussions to their students and help
them discuss and examine different strategies. This article concludes with various aspects that the teachers learned for effectively
implementing neriage in their lessons. 相似文献
15.
In this paper, we characterize the inquiry practices of four elementary school teachers by means of a pedagogical framework.
Our study revealed core components of inquiry found in theoretically-driven models as well as practices that were regarded
as integral to the success of day-to-day science teaching in Singapore. This approach towards describing actual science inquiry
practices—a surprisingly neglected area—uncovered nuances in teacher instructions that can impact inquiry-based lessons as
well as contribute to a practice-oriented perspective of science teaching. In particular, we found that these teachers attached
importance to (a) preparing students for investigations, both cognitively and procedurally; (b) iterating pedagogical components
where helping students understand and construct concepts did not follow a planned linear path but involved continuous monitoring
of learning; and (c) synthesizing concepts in a consolidation phase. Our findings underscore the dialectical relationship
between practice-oriented knowledge and theoretical conceptions of teaching/learning thereby helping educators better appreciate
how teachers adapt inquiry science for different contexts. 相似文献
16.
A considerable body of evidence highlights how inquiry-based science can enhance students' epistemic and conceptual understanding of scientific concepts, principles, and theories. However, little is known about how students view themselves as learners of science. In this paper, we explore primary children's images of doing science in school and how they compare themselves with ‘real’ scientists. Data were collected through the use of a questionnaire, drawing activity, and interviews from 161 Grade 4 (ages 9–10) students in Singapore. Results indicate that ‘doing science as conducting hands-on investigations’, ‘doing science as learning from the teacher’, ‘doing science as completing the workbook’, and ‘doing science as a social process’ are the images of learning science in school that most of the students held. In addition, students reported that they need to be well behaved first and foremost, while scientists are more likely to work alone and do things that are dangerous. Moreover, students often viewed themselves as ‘acting like a scientist’ in class, especially when they were doing experiments. Nevertheless, some students reported that they were unlike a scientist because they believed that scientists work alone with dangerous experiments and do not need to listen to the teacher and complete the workbook. These research findings further confirm the earlier argument that young children can make distinctions between school science and ‘real’ science. This study suggests that the teaching of science as inquiry and by inquiry will shape how students view their classroom experiences and their attitudes towards science. 相似文献
17.
We examined the beliefs about science teaching and learning held by elementary preservice teachers in a science methods course, comparing students who had experienced an inquiry-based physics course with those who had not. Students who had taken the physics course prior to the methods semester were better equipped to recognize and learn from inquiry and better able to apply an inquiry approach to their lesson planning. Students who were concurrently enrolled in the physics course began to revise their incoming beliefs about what it means for students to be active learners in science. The students with no experience in the inquiry-based physics course maintained their limited view that science teaching should be fun, with the teacher as teller and fun-maker. 相似文献
18.
Inquiry-based education receives much attention in educational practice and theory, since it provides pupils and teachers with opportunities to actively engage in collaboratively answering questions. However, not only do many teachers find this approach demanding, it also remains unclear what they should do to foster this type of education in their classrooms. Our research question was: Which teaching strategies are used by K-12 teachers when promoting inquiry-based education in their classrooms and what are the reported outcomes?After searching for empirical studies on this topic, we examined 186 studies investigating different ways in which teachers can promote inquiry-based education. Analyses revealed varying teaching strategies, differing with regard to direction (teacher directed, student directed and mixed) and different perspectives of regulation (meta-cognitive, conceptual, and social regulation). Results show that important teacher strategies in metacognitive regulation are: focussing on thinking skills, developing a culture of inquiry, supporting inquiry discourse, and promoting nature of science; in conceptual regulation: providing information on the research topic and focussing on conceptual understanding; and in social regulation: bridging the gap between high and low achievers, organizing student learning in groups and focussing on collaboration processes. 相似文献
19.
Srisawasdi Niwat Panjaburee Patcharin 《Journal of Science Education and Technology》2019,28(2):152-164
Many studies have used the potential of computer games to promote students’ attitudes toward learning and increase their learning performance. A few studies have transformed scientific content into computer games or developed games with scientific content. In this paper, we employed students’ common misconceptions of chemistry regarding the properties of liquid to develop a computer game. Daily life situations and everyday phenomena related to the chemical understanding of the properties of liquid were also taken into account. Afterward, we applied a process-oriented, inquiry-based active learning approach to implement the game in a Thai high school chemistry course. We studied the implementation of a game-transformed inquiry-based learning class by comparing it to a conventional inquiry-based learning class. The results of this study include aspects of students’ conceptual understanding of chemistry and their motivation to learn chemistry. We found that students in both the game-transformed inquiry-based learning class and conventional inquiry-based learning class had a significantly increased conceptual understanding of chemistry. There was also a significant difference between the gains of both classes between the pre- and post-conceptual understanding scores. Moreover, the post-conceptual understanding scores of students in the two classes were significantly different. These findings support the notion that students can better comprehend chemistry concepts through a computer game, especially when integrated with the process-oriented, inquiry-based learning approach. The findings of this study also highlight the game-transformed inquiry-based learning approach’s support of students’ motivation to learn chemistry.
相似文献20.
Martina S. J. van Uum Roald P. Verhoeff Marieke Peeters 《International Journal of Science Education》2013,35(18):2461-2481
ABSTRACTThis paper describes a multiple case study on open inquiry-based learning in primary schools. During open inquiry, teachers often experience difficulties in balancing support and transferring responsibility to pupils’ own learning. To facilitate teachers in guiding open inquiry, we developed hard and soft scaffolds. The hard scaffolds consisted of documents with explanations and/or exercises regarding difficult parts of the inquiry process. The soft scaffolds included explicit references to and additional explanations of the hard scaffolds. We investigated how teacher implementation of these scaffolds contributed to pupils’ self-directed learning during open inquiry. Four classes of pupils, aged 10–11, were observed while they conducted an inquiry lesson module of about 10 lessons in their classrooms. Data were acquired via classroom observations, audio recordings, and interviews with teachers and pupils. The results show that after the introduction of the hard scaffolds by the teacher, pupils were able and willing to apply them to their investigations. Combining hard scaffolds with additional soft scaffolding promoted pupils’ scientific understanding and contributed to a shared guidance of the inquiry process by the teacher and her pupils. Our results imply that the effective use of scaffolds is an important element to be included in teacher professionalisation. 相似文献