Aspects of Teaching and Learning Science: What students' diaries reveal about inquiry and traditional modes

Kawalkar, Aisha; Vijapurkar, Jyotsna

doi:10.1080/09500693.2015.1067933

Cited by 11 publications

(9 citation statements)

References 44 publications

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“…We also excluded three articles that did not include a definition or description of the practical work involved (e.g., Borrows, 2008) as any intrinsic teaching experiences contained in these articles cannot necessarily be associated with IBPW. We also excluded 23 articles on studies focusing mostly or only on learners (e.g., Kawalkar & Vijapurkar, 2015), 10 articles focusing on elementary (primary) science teachers (e.g., Martin & Hand, 2009), and 14 articles on preservice science teachers (e.g., Crawford, 2007). Also excluded was an article on instrument development (Campbell, Abd-Hamid, & Chapman, 2010) and two articles comparing strategies involving practical inquiry and expository instruction (e.g., Pinar & Ceren, 2008).…”

Section: Screening the Search Listmentioning

confidence: 99%

A systematic review characterizing and clarifying intrinsic teaching challenges linked to inquiry‐based practical work

Akuma

Callaghan

2018

J Res Sci Teach

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Since scientific literacy has become a key goal in science education, many people have argued in favor of the incorporation of inquiry in science education. However, scattered in the literature are extrinsic and intrinsic teaching challenges linked to the design and implementation of inquiry‐based practical work (IBPW) in secondary school science classrooms. The purpose of this systematic literature review was to characterize and clarify the intrinsic challenges. From an instructional design perspective, the characterization of the challenges yielded four primary categories. The categories consist of initiation‐phase challenges (such as unfavorable views regarding science and practical work), planning‐phase challenges (including difficulties involved in designing IBPW), implementation‐phase challenges (e.g., persuading learners to reflect on their experiences and findings), and summative evaluation‐phase challenges which include concerns linked to the grading of practical inquiry. In the different categories, the challenges are linked to gaps in various aspects of teacher competencies especially in the context of the TPACK framework. The aspects include content knowledge (CK) (such as science content and scientific inquiry); in addition to technological knowledge (TK) linked to standard technologies. Also included is pedagogic CK (including orientation toward science teaching). Moreover, some of the intrinsic challenges are linked to gaps in skills (including pervasive classroom management and practical skills); in addition to values (such as commitment). These results have theory‐, practice‐, and research‐based implications.

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Section: Screening the Search Listmentioning

confidence: 99%

A systematic review characterizing and clarifying intrinsic teaching challenges linked to inquiry‐based practical work

Akuma

Callaghan

2018

J Res Sci Teach

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“…Every learning activity carried out has a goal to achieve. Learning is not a goal, but is a process to achieve goals (Gao & Wang, 2014;Kawalkar & Vijapurkar, 2015;Shirazi, 2017). So, learning is the steps or procedures taken (Lee & Choi, 2017;Stender et al, 2017;Pongsophon & Herman, 2017).…”

Section:  Introductionmentioning

confidence: 99%

The Effectiveness of Problem Solving-Based Student Worksheet to Improve Students’ Critical Thinking Skills.

Rudibyani

2020

J. Pend. Progresif

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The Effectiveness of Problem Solving-Based Student Worksheet to Improve Students' Critical Thinking Skills. Objectives: This research aimed to find out the effectiveness of student worksheets based on problem solving in science learning to improve students' critical thinking skills. Methods: The research population were all tenth-grade science students in one of the Senior High Schools in South Lampung in the even semester of 2017/2018 academic year with the sample was selected using cluster random sampling. This research used d a quasi-experimental method with Pretest-Posttest Control Group Design.The effect of the worksheet was measured based on the mean value of n-Gain of the students' critical thinking skills. The effect size effect size calculation was also applied. Findings: The result showed that the n-Gain value mean of the students' critical thinking skills in the experimental was 0.71 and the effect size was 0.89. Conclusion: students' worksheet based on problem solving in science learning is very effective to improve students' critical thinking skills

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“…The most recent reforms in Science Education have placed emphasis on Inquiry-Based Teaching (IBT) (Gilbert & Justi, 2016;Kawalkar & Vijapurkar, 2015). However, these guidelines haven't been fully implemented in Portuguese schools, perhaps on account of the challenge that adopting these practices represents, and because there is a significant distrust in their contribution for the improvement of teaching.…”

Section: Introductionmentioning

confidence: 99%

“…However, these guidelines haven't been fully implemented in Portuguese schools, perhaps on account of the challenge that adopting these practices represents, and because there is a significant distrust in their contribution for the improvement of teaching. However, studies have demonstrated the potential of these practices (Kawalkar & Vijapurkar, 2015). The IBT belongs to a Socio-constructivist dimension of learning and aims to contribute to the personal and social development of students, encouraging them to critically participate in today's society.…”

Section: Introductionmentioning

confidence: 99%

“…The IBT belongs to a Socio-constructivist dimension of learning and aims to contribute to the personal and social development of students, encouraging them to critically participate in today's society. In IBT, the teacher is a learning facilitator that not only conveys conceptual knowledge but also assists students in finding solutions, through observation, questioning and argumentation (Kawalkar & Vijapurkar, 2015;Fonseca, Barreiras & Vasconcelos, 2005). There are several strategies to develop a teaching process that will match these guidelines.…”

Section: Introductionmentioning

confidence: 99%

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Model-Based Learning: An Inquiry Approach to Teach Science

Ribeiro¹,

Lima²,

Imbernon³

et al. 2019

Education and New Developments

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Mountain building was one of the first geological phenomena simulated through modeling in the early nineteenth century. Several scientific models were created by geologists in an attempt to understand deformation structures such as faults and folds. However, the learning of this scientific content requires a high level of abstraction and the recall of previous knowledge. The difficulties finding in teaching and learning this process makes evident the not surprising huge alternative concepts diagnose in students. The modeling of mountain building can facilitate the learning process, the irradiation of alternative conceptions and the mobilization of the new learning to solve problems of daily life. With the intention to teach mountain building processes in 7 th grade (students age ranging 12-13 years) the authors came across with the need to verify if an inquiry model-based approach could promote meaningful learning in science students. The purpose of this study was not only finding results to this research problem through model-based learning, but also developing education resources to evaluate if the learning was meaningful. Researchers adopt a mixed-methods research (QUAN-qual model) with the data analyzed based on statistics procedure. The data triangulation was made with focus group interviews. A two hours' intervention program was implemented in a science class composed by thirty students (n=30) of a school in the north of Portugal. Before the intervention students were asked to answer a diagnostic test. After intervention students filled a Gowin's Vee. Six focus group (five students per group) were established and interviews were conducted by a member of the research team. Results showed that girls had better achievement in the diagnostic test in questions related to the identification of faults and folds (χ 2 4=10.874; p=0.028), in the correspondence between the types of forces that originate these structures (χ 2 8=16.148; p=0.040) and their respective deformation regimes (χ 2 1=9.357; p=0.002). Likewise, female students had a better performance in completing Gowin's Vee (ρ=0.515; p=0.004). Nevertheless, both boys and girls explained in the focus interviews how they achieved a meaningful learning supported in the inquiry models' activities.

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Aspects of Teaching and Learning Science: What students' diaries reveal about inquiry and traditional modes

Cited by 11 publications

References 44 publications

A systematic review characterizing and clarifying intrinsic teaching challenges linked to inquiry‐based practical work

A systematic review characterizing and clarifying intrinsic teaching challenges linked to inquiry‐based practical work

The Effectiveness of Problem Solving-Based Student Worksheet to Improve Students’ Critical Thinking Skills.

Model-Based Learning: An Inquiry Approach to Teach Science

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