Analysis of verbal interactions during an extended, open‐inquiry general chemistry laboratory investigation

Krystyniak, Rebecca A.; Heikkinen, Henry W.

doi:10.1002/tea.20218

Cited by 64 publications

(57 citation statements)

References 18 publications

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“…Furthermore students became confident in their understanding of the part for which they were responsible and therefore took on a more active role in the discussions concerning that part of the task. 8 Metacognition has been defined as exercising control over, being in touch with or reflecting on one's own thinking. 9 Metacognition is embedded in scientific inquiry because successful inquiry requires a scientist to constantly reflect on and direct his/her thinking towards the desired outcome.…”

Section: Introductionmentioning

confidence: 99%

n inquiry-based practical curriculum for organic chemistry as preparation for industry and postgraduate research

Pilcher¹,

Riley²,

Mathabathe³

et al. 2015

S.Afr.j.chem.

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This paper describes the development of a new practical curriculum for third-year organic chemistry to replace the recipe-based approach typically used in undergraduate teaching laboratories. The new curriculum consists of an inquiry-based project set in a simulated industrial context preceded by two scaffolding experiments to prepare students for the task. The industrial project requires students to evaluate experimentally three multi-step synthetic routes to a given target based on cost, technical challenge and environmental impact in order to make a recommendation as to which route the 'company' should use to synthesize the compound. The project equips students with technical skills suitable for both postgraduate research and industry, and develops metacognition and understanding through the use of the jig-saw cooperative learning strategy and reflection. The students were found to engage with the practical work at a deep intellectual level, demonstrating that contextualized inquiry-based laboratory teaching afforded an improved quality of learning. In addition, the reported practical curriculum made a difficult subject accessible and even popular, to some measure grew the students' ability in all desired graduate attributes and resulted in the establishment of a professional identity for individual students. KEYWORDSInquiry-based, organic chemistry practical training, professional identity, industry-based, metacognition.

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Section: Introductionmentioning

confidence: 99%

n inquiry-based practical curriculum for organic chemistry as preparation for industry and postgraduate research

Pilcher¹,

Riley²,

Mathabathe³

et al. 2015

S.Afr.j.chem.

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“…Institutions following open inquiry methods claim that students achieve higher skills and practices and engage in higher order thinking [15,16]. The student's functioning corresponds closely to the teacher's efforts to facilitate the student's scientific literacy, creativity, initiative, responsibility, and motivation [17].…”

Section: Structured Guided and Open Inquiry Approaches: Advantages Amentioning

confidence: 99%

Transformational magnetic play set as mind opener game in a Problem Based Learning workshop

Srinivasan¹,

Bryant²

2018

J Contemp Med Edu

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Background and Aim: Critical thinking and application are imperative skills for medical students as they learn to look for clinical features, interpret investigation, diagnose, and treat patients. Many educational strategies exist to foster this process, one of which is problem based learning (PBL). Though the concept of PBL looks lucid and uncomplicated, it requires understanding of the principles by faculties and students to make it more student oriented. We used a "Magnetic Building Set" as a mind opener to orient the teaching faculty at RAK Medical and Health Sciences University to the core concepts of PBL. The main aim of the workshop was to familiarize the faculty on various aspects of PBL, especially, the importance of identification of learning objectives, designing a problem on predesigned objectives, and the relation of PBL to inquiry based learning. This study also depicts how a simple game can make the participants correlate with the principles behind PBL. Methods: A total of 17 new faculty members, some of them having previous exposure of teaching in a PBL curriculum were included in the medical education orientation workshop on PBL. The faculty members were divided into three groups and each group was given a magnetic building set, which consisted of metallic spheres and magnetic rods. Initially, there were asked to make design of their choice using all the materials and later a second task was given asking them to make a specific structure. The game is then correlated to the key principles of PBL using a pre-and post-game questionnaire. Results: After the game, the knowledge of the faculty regarding the concepts and efficient use of PBL increased dramatically. The post-game questionnaire showed all the faculty understood well about the concepts of PBL. Conclusion: Various instructional strategies are employed in adult learning. Further, game-based learning is one amongst them and the current study highlights how a simple game can be used as an innovative and effective approach to introduce the concepts of PBL.

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“…They claim that open inquiry is considered to be a waste of time, whereas guided inquiry provides high level science skills and helps in understanding the nature of science (Blanchard et al, 2010;Quintana, Zhang, & Krajcik, 2005;Tabak et al, 1995). On the contrary, some scholars (Berg et al, 2003;Chinn & Malhotra 2002;Krystyniak & Heikkinen, 2007) advocate that open inquiry is a more effective way to teach the nature of science and science process skills. This situation led us to include science process skills as a variable in this study.…”

Section: Extended Abstractmentioning

confidence: 99%

“…Ayrıca yönlendirmeli sorgulamanın hem öğrencilerin boşa giden zamanlarını hem de başarısızlık duygusu ile bir sonuca ulaşamama korkusunu azalttığını ifade etmektedirler (Trautmann, MaKinster, & Avery, 2004). Bu araştırmacılara karşı olan bazı araştırmacılar ise açık sorgulamanın öğrencilerin bilimsel bilimin doğasını, araştırma becerilerini ve üst düzey düşünmeyi daha iyi geliştirdiğini ifade etmektedirler (Berg, Bergendahl, Lundberg, & Tibell, 2003;Chinn & Malthora, 2002;Krystyniak & Heikkinen, 2007).…”

Section: Introductionunclassified

Açık Sorgulamaya Dayalı Öğrenmenin Öğrencilerin Başarısına ve Bilimsel Süreç Becerilerinin Gelişimine Etkisi

Yılmaz¹,

Kaya²

2016

HUJE

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ÖZ:Çalışmanın amacı, açık sorgulamaya dayalı öğrenmenin ilköğretim 7. sınıf öğrencilerinin akademik başarılarına ve bilimsel süreç becerilerinin gelişimine etkisini araştırmaktır. Aynı zamanda açık sorgulamaya dayalı öğrenme yaklaşımının sınıf içerisinde uygulanabilirliğini ve öğretmen açısından karşılaşılan sorunları ortaya koymaktır. Araştırmada, amaçlar doğrultusunda karma yöntem kullanılmıştır. Araştırmanın nicel boyutunda yarı-deneysel desen kullanılırken, nitel boyutunda ise öğretmen ile uygulamadan sonra yarı yapılandırılmış görüşme yapılmıştır. Çalışma, uygun örnekleme ile seçilen bir devlet okulunun 7. sınıflarını oluşturan beş şubeden rastgele seçilen iki tanesiyle yürütülmüştür. Toplam 33 öğrenciden oluşan deney grubunda, açık sorgulamaya dayalı öğrenmeye uygun olarak geliştirilmiş etkinlikler kullanılarak ders işlenmiştir. Toplam 32 öğrenciden oluşan kontrol grubunda ise aynı öğretmen tarafından öğretim programı ve ders kitabının önerdiği şekilde ders işlenmiştir. Nicel verilerin toplanmasında bilimsel süreç becerileri testi ve "Kuvvet ve Hareket" ünitesine yönelik bir başarı testi kullanılmıştır. Yapılan çoklu kovaryans analizi (MANCOVA) sonucunda, deney grubu lehine istatistiksel olarak anlamlı bir fark bulunmuştur. Nitel verilerin analizinde ortaya çıkan temel bulgu ise öğretmenin etkinlikler sırasında öğrencilere ne zaman ve ne kadar destek sağlaması veya onları nasıl yönlendirmesi gerektiği konularında kararsızlıklar yaşamasıdır. Araştırma sonuçlarına paralel olarak öğrencilerin akademik başarılarının artırılması ve bilimsel süreç becerilerinin gelişimi için açık sorgulamaya dayalı öğrenmeye uygun etkinliklerin fen sınıflarında kullanılması önerilmektedir.Anahtar sözcükler: sorgulamaya dayalı fen eğitimi, açık sorgulama, bilimsel süreç becerileri, başarı. ABSTRACT:The aim of this research is to investigate the effect of open inquiry based learning on the development of 7th grade students' academic achievement and science process skills. At the same time, the practicability of open inquiry in the science classroom and problems encountered by the teacher were examined. Mixed-method was used regarding the aims of the study. In the quantitative part, quasi-experimental study was designed whereas semi-structured interview was conducted with the teacher after the treatment in the qualitative part. The sample of this study was composed of randomly selected 2 classes from a conveniently selected public school with 7 classes. Open inquiry based learning activities developed by the researchers were conducted in the experimental group (n=33 students) by their science teacher. In the control group (n=32 students), lessons were conducted as suggested in the science curriculum by the same teacher. Science process skills test and an achievement test about "Force and Motion" unit were used to collect the quantitative data. The results of MANCOVA indicated statistically significant differences on behalf of the experimental group. The teacher was unsure about when and to what extent she should have given scaffold...

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Analysis of verbal interactions during an extended, open‐inquiry general chemistry laboratory investigation

Cited by 64 publications

References 18 publications

n inquiry-based practical curriculum for organic chemistry as preparation for industry and postgraduate research

n inquiry-based practical curriculum for organic chemistry as preparation for industry and postgraduate research

Transformational magnetic play set as mind opener game in a Problem Based Learning workshop

Açık Sorgulamaya Dayalı Öğrenmenin Öğrencilerin Başarısına ve Bilimsel Süreç Becerilerinin Gelişimine Etkisi

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