Elementary Students' Laboratory Record Keeping During Scientific Inquiry

García-Milà, Mercè; Andersen, Christopher; Rojo, Nubia E.

doi:10.1080/09500693.2010.480986

“…The study results indicate that inquiry-based teaching is an effective method for enhancing critical thinking level. This finding is consistent with those of previous studies (Manlove, Lazonder, & de Jong, 2009;Garcia-Mila, Andersen, & Rojo, 2011;Akpullukcu, & Gunay, 2013;Pandey, Nanda & Ranjan, 2011;Abdi, 2014;Maxwell, Lambeth & Cox, 2015;Şen, Yılmaz & Erdoğan, 2016;Kaya & Yılmaz, 2016;Yıldırım & Türker Altan, 2017).…”

Section: Discussionsupporting

confidence: 92%

The Effect of Inquiry Based Chemistry Laboratory on Critical Thinking

ibad¹

2018

Journal of International Scientific Researches

0

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Although lab study is accepted as a fundamental and helpful part of science education, many studies have shown that lab education has not properly reached its objective. The primary reliance on verification-type lab activities may be one reason why lab education has failed to provide expected learning outcomes. Many believe that lab education should move away from traditional verification-type applications toward helping students to embrace the importance of experimentation in learning and to understand the role of self-management in the learning process. This study aimed to determine the effect of a scientific-inquiry-based learning method on prospective chemistry teachers' critical thinking. A pretest-posttest design was used with 27 prospective chemistry teachers' enrolled in the Department of Chemistry Education at Hacettepe University, who were divided into two groups. In analyzing the data, nonparametric tests were used since sampling numbers were below the recommended values. The experimental group participated in an inquiry-based chemistry laboratory activity, whereas the control group experienced a traditional verification laboratory approach. The results indicated that inquirybased learning is effective in promoting critical thinking.

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“…The quality of notes in IBL affects students' SR levels [64,73], specifically in experimental contexts. Students with note-taking habits give stressing explicitly on theory and evidence as SR view [64].…”

Section: Discussionmentioning

confidence: 99%

Using e-scaffolding to develop students’ scientific reasoning through inquiry-based learning

Koes Handayanto,

Fawaiz,

Taufiq

2024

Obraz. nauka

0

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Introduction. Through inquiry-based learning (IBL), scaffolding is provided to help students develop their scientific reasoning (SR). However, the results obtained by students vary depending on their prior knowledge because the strategies of scaffolding vary on demand. Therefore, the different levels of scaffolding should be provided to all students based on their prior knowledge to facilitate their internalisation of new information in the classroom.Aim. The present research aimed to examine students’ SR in a course involving two electronic scaffolding levels (e-scaffolding) in IBL.Methodology and research methods. The authors conducted a mixed-methods explanatory study followed by semi-structured interviews and think-aloud exercises with two classes (experimental and control) of 64 physics students in Indonesia for eight weeks. The authors collected the quantitative data by testing their prior knowledge and SR and obtained the qualitative data from the interviews and the think-aloud exercises, learning activities, photos, videos, and teachers’ notes. ANOVA analysis of the quantitative data and thematic analysis of the qualitative data were performed.Results and scientific novelty. To our knowledge, our research marks the first instance of providing scaffolding with a tiered level option, a feature previously limited to a single level. It was found that there were significant differences in students’ SR based on students’ prior knowledge of the subject. E-scaffolding developed more on SR for students with low prior knowledge. Taking notes as a habit and switching roles during experiments helped improve students’ SR. It was observed that the students with low prior knowledge still needed e-scaffolding buttons to master physics concepts. Meanwhile, the students with high prior knowledge employed e-scaffolding buttons only to answer task completion.Practical significance. Based on the research findings, the tiered e-scaffolding produced in this work opens a new potency to be applied by physics teachers to enhance student’ SR. Additionally, educational technology developers may consider tiered e-scaffolding designs to provide an adaptive system.

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“…The quality of notes in IBL affects students' SR levels [64,73], specifically in experimental contexts. Students with note-taking habits give stressing explicitly on theory and evidence as SR view [64].…”

Section: Discussionmentioning

confidence: 99%

Using e-scaffolding to develop students’ scientific reasoning through inquiry-based learning

Koes Handayanto,

Fawaiz,

Taufiq

2024

Obraz. nauka

0

View full text Add to dashboard Cite

Introduction. Through inquiry-based learning (IBL), scaffolding is provided to help students develop their scientific reasoning (SR). However, the results obtained by students vary depending on their prior knowledge because the strategies of scaffolding vary on demand. Therefore, the different levels of scaffolding should be provided to all students based on their prior knowledge to facilitate their internalisation of new information in the classroom.Aim. The present research aimed to examine students’ SR in a course involving two electronic scaffolding levels (e-scaffolding) in IBL.Methodology and research methods. The authors conducted a mixed-methods explanatory study followed by semi-structured interviews and think-aloud exercises with two classes (experimental and control) of 64 physics students in Indonesia for eight weeks. The authors collected the quantitative data by testing their prior knowledge and SR and obtained the qualitative data from the interviews and the think-aloud exercises, learning activities, photos, videos, and teachers’ notes. ANOVA analysis of the quantitative data and thematic analysis of the qualitative data were performed.Results and scientific novelty. To our knowledge, our research marks the first instance of providing scaffolding with a tiered level option, a feature previously limited to a single level. It was found that there were significant differences in students’ SR based on students’ prior knowledge of the subject. E-scaffolding developed more on SR for students with low prior knowledge. Taking notes as a habit and switching roles during experiments helped improve students’ SR. It was observed that the students with low prior knowledge still needed e-scaffolding buttons to master physics concepts. Meanwhile, the students with high prior knowledge employed e-scaffolding buttons only to answer task completion.Practical significance. Based on the research findings, the tiered e-scaffolding produced in this work opens a new potency to be applied by physics teachers to enhance student’ SR. Additionally, educational technology developers may consider tiered e-scaffolding designs to provide an adaptive system.

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Elementary Students' Laboratory Record Keeping During Scientific Inquiry

Cited by 8 publications

References 44 publications

The Effect of Inquiry Based Chemistry Laboratory on Critical Thinking

The Effect of Inquiry Based Chemistry Laboratory on Critical Thinking

Using e-scaffolding to develop students’ scientific reasoning through inquiry-based learning

Using e-scaffolding to develop students’ scientific reasoning through inquiry-based learning

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