Constructing a model of engagement in scientific inquiry: investigating relationships between inquiry-related curiosity, dimensions of engagement, and inquiry abilities

Wu, Pai Hsing; Wu, Hsin Kai

doi:10.1007/s11251-020-09503-8

Cited by 25 publications

(14 citation statements)

References 59 publications

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“…Finally, a survey‐based study conducted by Lee et al (2014) showed that students that held a higher degree of uncertainty toward a topic tended to construct higher levels of warrants between theory and evidence. In a similar vein, Wu and Wu (2020) conducted a survey with 11th graders, and they found that degree of student uncertainty was positively associated with inquiry ability. These survey studies suggest that future research should unpack the relationship between the students' existing knowledge and experiences, how they were acquired, and the management of uncertainty at the three stages of the storyline.…”

Section: Limitations and Future Researchmentioning

confidence: 96%

Developing deep learning in science classrooms: Tactics to manage epistemic uncertainty during whole‐class discussion

Chen

Techawitthayachinda

2021

J Res Sci Teach

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Science teachers usually view students' uncertainty as a barrier to overcome, a negative experience to be avoided, a deficiency in need of remedy. Building on the theory of deep learning in science as a generative and sensemaking process, the purpose of this design‐based study is to identify tactics for teachers to manage their students' epistemic uncertainty as a pedagogical resource to develop student conceptual understanding during whole‐class discussion. Classroom observations of whole‐class discussion were collected from six teachers' classes ranging from third to eighth grade. A total of 18 whole‐class discussions were collected, transcribed, and analyzed. A storyline talk to manage uncertainty during whole‐class discussion was developed and consisted of three stages: (1) Raise epistemic uncertainty through creating ambiguous conditions; (2) Maintain epistemic uncertainty through preventing immature disclosure and discussing alternative explanations or conflicting ideas; and (3) Reduce epistemic uncertainty through making coherent connections among current uncertainty, prior knowledge, and familiar phenomena. Seven nuanced tactics used by teachers to achieve each stage of uncertainty management were identified. The results suggest that managing uncertainty goes beyond asking questions and problematizing phenomena. When engaging students in storyline‐based whole‐class discussion, teachers should focus on one specific uncertainty and establish a coherent, consistent storyline that raises, maintains, and reduces student uncertainty to horizontally and vertically construct a collective knowledge among students. The horizontal nature occurs within a stage of management, and the vertical nature of a storyline talk is related to moving along from stage to stage. Through the storyline talk focusing on students' epistemic uncertainty, students can truly become agents in the learning process when the lesson is centered on and driven by students' uncertainty.

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Section: Limitations and Future Researchmentioning

confidence: 96%

Developing deep learning in science classrooms: Tactics to manage epistemic uncertainty during whole‐class discussion

Chen

Techawitthayachinda

2021

J Res Sci Teach

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“…Previous research suggests that emotional engagement and cognitive engagement are highly necessary to facilitate student participation. 34 Future research should examine the relationships between engagement in the classroom and other variables such as academic performance, academic anxiety, self-esteem, educational flow, among others, as well as conduct experimental studies to investigate whether student engagement varies according to the methodology applied by the teacher.…”

Section: Discussionmentioning

confidence: 99%

Testing the Factorial Validity of the Classroom Engagement Inventory with Spanish Students

León¹,

Rodríguez-Ferrer²,

Aguilar-Parra³

et al. 2021

PRBM

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Introduction:The purpose of the study was to test the factorial validity of Classroom Engagement Inventory of Wang, Bergin and Bergin with Spanish high school students. Methods: In this study, 546 students participated (mean = 13.27, standard deviation = 0.629), from several high schools in Andalusia. To analyze the psychometric properties of the scale, several analyses were carried out. Results: The results offered support for the five-factor structure. The analysis of invariance with respect to gender showed that the factor structure of the questionnaire was invariant. The Cronbach alpha values were higher than 0.70 in the subscales. Discussion: The results of this study demonstrated the reliability and validity of the Spanish version of the Classroom Engagement Inventory with high school students.

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“…The aforementioned inquiry-based learning framework continues to be widely used to guide the design of science learning and science teacher education (see Kuter & Özer, 2020;Oguz & Aybars, 2019;Wu & Wu, 2020). However, only a few studies have focused on the assessment of students' science skills according to either this framework or any other inquiry-based learning framework that has been used to synthesize the framework of Pedaste, Mäeots, et al (2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Towards a science inquiry test in primary education: development of items and scales

Pedaste

Baucal

Reisenbuk³

2021

IJ STEM Ed

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Background Inquiry-based learning is widely applied in science education; however, so far, the outcomes of learning process have been systematically assessed mainly at the secondary school level. For primary school students, there is no valid instrument for assessing the outcomes of their science inquiry. The aim of the current study was to develop a test for assessing science learning outcomes (analytical skills, planning skills, interpretation skills, and science knowledge) related to the five phases of inquiry-based learning (Orientation, Conceptualization, Investigation, Conclusion, and Discussion) at primary education level (ISCED 1). Results A set of contextualized science tasks was created to assess each of the learning outcomes at three levels. The Science Inquiry Test for Primary Education (SIT-PE test) was developed through several phases, including pilot studies with large groups of fourth-grade students (10 to 11 years of age). The 1 PL Item Response Theory model was used to analyze the quality of the test and items based on the test’s reliability score, item difficulty measure, infit and outfit indices, estimation of item discrimination, item-scale correlation, and the quality of the scoring key. The final test, consisting of 24 items, was used with a sample of 1868 students. The analysis showed the SIT-PE test to be of good quality on test level and item level and to also have good predictive validity. Confirmatory factor analysis revealed that the correlated factors model and second-order factor model of the science learning outcomes both had a good fit to data collected with the SIT-PE test. Confirmatory factor analysis confirmed the multidimensionality of science learning outcomes and validated four dimensions of the model: analytical skills, planning skills, interpretation skills, and science knowledge. Conclusions In conclusion, the SIT-PE test could be further used for assessing students’ inquiry competence in primary education. However, it could be even further improved in several ways and this study provides guidelines on how to do that. In addition, the SIT-PE provides test developers with information on how to design derivations of the SIT-PE test for assessing particular science inquiry outcomes or the same outcomes in older age groups as well.

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Constructing a model of engagement in scientific inquiry: investigating relationships between inquiry-related curiosity, dimensions of engagement, and inquiry abilities

Cited by 25 publications

References 59 publications

Developing deep learning in science classrooms: Tactics to manage epistemic uncertainty during whole‐class discussion

Developing deep learning in science classrooms: Tactics to manage epistemic uncertainty during whole‐class discussion

Testing the Factorial Validity of the Classroom Engagement Inventory with Spanish Students

Towards a science inquiry test in primary education: development of items and scales

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