Addressing Disabilities In The Context Of Inquiry And Nature Of Science Instruction

Lederman, Judith S.; Stefanich, Greg P.

doi:10.1007/978-1-4020-5814-1_4

Cited by 5 publications

(5 citation statements)

References 26 publications

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“…The test is also a web-based tool that is supported by videos that provide a more engaging and interactive experience for pupils. This approach is consistent with the literature, which highlights the importance of various learning approaches (Lederman & Stefanich, 2007;Şensoy & Yıldırım, 2017;Türkmen & Kandemir, 2011) in teaching and assessing science process skills due to the hands-on nature of those skills. Keeping in mind, these skills can be difficult to employ by students especially if the context or real-world situation is not easily visualised.…”

Section: Discussionsupporting

confidence: 87%

“…All these latter studies were conducted with a limited number of participants due to the fact that they were conducted face-to-face and manually with the participants (Leat & Nichols, 2000). Such approaches cannot provide sufficient data to comment on the change in pupils' science process skills over time (Bearman et al, 2020;Bybee, 2006;Harlen, 1999;Lederman & Stefanich, 2007;Paine, 2020;Richardson & Clesham, 2021;Secolsky & Denison, 2012).…”

Section: Measuring Science Process Skillsmentioning

confidence: 99%

“…When the related literature is analysed, it is seen that the basic science process skills that pupils are expected to acquire at the primary school level are low (Aydoğdu et al, 2012;Fathonah et al, 2018;Keskinkılıç Yumuşak, 2017;Özçelik, 2019;Özgelen, 2012). Studies involving science process skills associated with cognitive processes (Çepni & Kara, 2019;Özgelen, 2012;Uysal & Cebesoy, 2020) with various learning approaches (Lederman & Stefanich, 2007;Şensoy & Yıldırım, 2017;Türkmen & Kandemir, 2011) are frequently encountered. Traditional methods of assessing science process skills (Observing, Measuring, Classifying, Recording data, Establishing number space relations, Predicting, Identifying variables, Interpreting data, Inferring, Hypothesising, Using data to formulate models, Experimenting, Identifying and controlling variables and Decision making) is a high-cost affair in terms of time and workload for the teacher, especially in crowded classes.…”

Section: Rationale For the Development Of The Online Science Process ...mentioning

confidence: 99%

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Development of online science process skills test for 8th grade pupils

Sarıoğlu

2023

tused

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Science process skills are an important part of scientific inquiry that need to be monitored so that pupils can improve their skills to do science. Although there are several science process skills tests mentioned in the literature, we decided to develop an online one in order to improve the usefulness of the test and enable autoscoring to reduce the efforts needed from the teacher. For this purpose, a 17-item test with 2 open-ended and 15 multiple-choice items was developed. After the pilot with 18 8th grade pupils, the study was conducted with 83 8th grade pupils from Bursa in Turkey. Content validity was ensured since all 14 science process skills in the selected theoretical framework were covered in the test. Item analysis showed that these items are valid and reliable as KR20 showed a 0.75 reliability rating, item difficulties were higher than 0.40 and discrimination indexes were higher than 0.30. To gain a deeper insight, distractor analysis showed that all distractors were found to be functional. The test provides a more comprehensive and efficient method of assessing pupils' science process skills, while also enhancing pupil engagement and accessibility. It has the potential to inform instruction and support for pupils, as well as advance research in the field of science education.

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Section: Discussionsupporting

confidence: 87%

Section: Measuring Science Process Skillsmentioning

confidence: 99%

Section: Rationale For the Development Of The Online Science Process ...mentioning

confidence: 99%

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Development of online science process skills test for 8th grade pupils

Sarıoğlu

2023

tused

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“…Thinking skills and problem solving skill can be developed through science process approach [9]. Science is an effort to learn nature based on observed phenomenon and involve systematic thinking process [10]. Science includes stages like: observation, formulation of questions, formulates hypotheses, hypothetic test through experiment, conclusion drawing, and also discovered theory and concept [11].…”

Section: Introductionmentioning

confidence: 99%

Design Development of Inquiry-Based Teacher Training to Support Primary Teacher's Pedagogical Content Knowledge

Umbara¹,

Fananta²,

Hastuti³

2017

Proceedings of the 2016 International Conference on Mathematics and Science Education

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In the effort to improve primary teachers' pedagogical content knowledge (PCK), this research aimed to develop inquiry-based teacher training model. The research participants were 31 elementary school teachers from 23 schools from 4 regencies (Tabalong, Balangan, East Barito, and Hulu Sungai Utara) in South Kalimantan. Samples were selected by using purposeful sampling method. This research was conducted by using qualitative approach with educational design research (EDR) model. The EDR model adopted design cycles consisted of four stage, such as: (1) preliminary research; (2) prototype step; (3) summative evaluation; (4) reflection and documentation systematically. Training model conducted consisted of three stages: (1) assessment preliminary stage (2) training stage; and (3) monitoring and evaluation. Training stage was consisted in two session : (1) motivational and leadership training, and (2) inquiry learning simulation with interactive demonstration inquiry model on prototype I and 5-stage level of inquiry model on prototype II. Based on findings obtained from opened questionnaires, it was found that inquiry model training can change teacher paradigm on the following: (1) role and function of teacher; (2) fun science learning; (3) creation of subject specific pedagogy (SSP); (4) inquiry-based learning; (5) science concept; and (6) learning process. Based on the result gain score, it was found that training through inquiry was quite effective to deliver training material. The mastery of science concept was indicated from the mean gain score in the end of training in cycle II that was categorized as high (0.53), significantly increased compare to cycle I score that was categorized as low (0,21). Based on the obtained result, the designed inquiry based teacher training model was considered feasible to be applied to support primary teacher's PCK.

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“…Elle se distingue de l'enseignement par situation problème (problem solving instruction) qui met davantage l'accent sur le raisonnement hypothético-déductif. Ces démarches mettent toutes deux en avant l'initiative et le questionnement de l'élève, opposant « direct instruction » et « inquiry oriented instruction » (Lederman & Stefanich, 2004).…”

Section: Les Recommandations Relatives à L'investigation à L'étrangerunclassified

L’investigation : fondements et démarches, intérêts et limites

Coquidé-Cantor¹,

Fortin²,

Rumelhard³

2009

aster

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Nous analysons la démarche d'investigation préconisée dans les textes officiels de l'école primaire et du collège en explorant différentes formes d'investigation : l'Inquiry-based Science Education, le modèle pédagogique « Investigation-structuration », et l'enquête (Inquiry) de Dewey. Nous avançons ensuite quelques éléments pour caractériser l'investigation du vivant. Nous analysons enfin deux exemples -la classification phylogénétique et la ventilation -pour donner un contenu précis, aux interrogations épistémologiques discutées.Depuis quelques années, les groupes de travail se succèdent, tant au niveau national qu'international, pour affirmer la nécessité d'un renouvellement de l'enseignement des sciences durant la scolarité obligatoire. Plusieurs rapports argumentent de l'exigence de repenser l'enseignement scientifique en s'appuyant sur l'investigation, d'une part pour rendre plus attractive l'image de la science et pour encourager les jeunes à s'orienter vers les études scientifiques (High Level Group, 2004 ; Rocard et al., 2007), d'autre part pour changer les approches pédagogiques jugées trop cloisonnées (Rolland, 2006) et trop déductives (Bach, 2004 ; Rocard et al., 2007).Dans un premier temps, nous présentons le contexte institutionnel français de la mise en oeuvre de la démarche pédagogique d'investigation (DI). Nous mettons cette démarche en perspective avec l'Inquiry-based Science Education (IBSE), qui s'est imposée dans les textes officiels de plusieurs pays anglo-saxons dans les années quatre-vingt-dix : project 2061 et standards aux USA, module SCI du curriculum national anglais, etc. La démarche pédagogique d'investigation et Inquiry-based

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Addressing Disabilities In The Context Of Inquiry And Nature Of Science Instruction

Cited by 5 publications

References 26 publications

Development of online science process skills test for 8th grade pupils

Development of online science process skills test for 8th grade pupils

Design Development of Inquiry-Based Teacher Training to Support Primary Teacher's Pedagogical Content Knowledge

L’investigation : fondements et démarches, intérêts et limites

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