Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks

Chinn, Clark A.; Malhotra, Betina A.

doi:10.1002/sce.10001

Cited by 999 publications

(782 citation statements)

References 67 publications

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“…For Kelly and Duschl (2002) epistemic practices are central to knowledge production, communication, and appropriation, and they suggest three issues as potentially fruitful for epistemological studies in science education: representing data, persuading peers, and observing from a particular point of view. Chinn and Malhotra (2002) constructed a frame for analyzing the differences in the epistemology promoted in authentic inquiry, carried by scientists, and in school inquiry, for instance the theory -data coordination and the response to anomalous data. The epistemic status of students' claims, from lower to higher induction level, has been examined by Kelly and Chen (1999).…”

Section: Contextualizing Practices and Meaning Making: Background Andmentioning

confidence: 99%

Contextualizing practices across epistemic levels in the chemistry laboratory

Jiménez‐Aleixandre

Reigosa²

2006

Science Education

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ABSTRACT:The process of construction of meanings for the concepts of concentration and neutralization is explored in terms of contextualizing practices (Lemke, 1990, Talking Science. Language, Learning and Values, Norwood, NJ: Ablex) creation of meanings through connections established among actions and their context. This notion is expanded to include the connections established among concepts and their context of use, a solving problem task in a laboratory. The purpose is to document the process of meaning construction for these concepts and their transformation from mere terms into decisions and practical actions in a chemistry laboratory. We sought to combine this analysis with an epistemological focus, examining the relative epistemic status of the contextualizing practices. The conversations and actions of four grade 10 students and their teacher (second author) were recorded while solving an open task: to find the concentration of an HCl solution. The results show a progression in the process of contextualization, from an initial inability to use the concepts as part of the resources to complete the titration task, to the transformation of definitions into shared meaningful concepts that allow to take actions,

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Section: Contextualizing Practices and Meaning Making: Background Andmentioning

confidence: 99%

Contextualizing practices across epistemic levels in the chemistry laboratory

Jiménez‐Aleixandre

Reigosa²

2006

Science Education

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“…Eräs toinen tiedeopetukselle yleisesti asetettu tavoite on, että sen tulisi olla autenttista. Tiedeopetuksen autenttisuudella tarkoitetaan tyypillisesti sitä, että tiedeopetuksen tulee heijastella tieteelle luonteenomaisia piirteitä (sisältöjen ja työta-pojen osalta) tai, että oppilaille muodostuu totuudenmukainen kuva fysiikasta tieteenä (Chinn & Malhotra, 2002;Gilbert, 2004;Koponen & Nousiainen, 2015;Watkins, Coffey, Redish, & Cooke, 2012).…”

Section: Johdantounclassified

Tiedeopetuksen muuttuvat tavoitteet

Kokkonen

Laherto

2018

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Luonnontieteiden kouluopetuksen tavoitteita on jo pitkään laajennettu tieteellisen sisältötiedon ulkopuolelle. Perinteisen sisältötietopainotuksen sijaan on alettu korostaa luonnontieteellistä lukutaitoa (engl. scientific literacy), jonka tavoitteena on antaa oppilaille valmiuksia osallistua tieteeseen ja teknologiaan liittyvään keskusteluun ja päätöksentekoon henkilökohtaisissa, yhteiskunnallisissa ja globaaleissa kysymyksissä. Suomen tuoreen opetussuunnitelmauudistuksen painotukset ja ilmiöpohjaisuus ovat osa tätä maailmanlaajuista kehitystä. Tässä artikkelissa esitämme, että luonnontieteellisen lukutaidon opettamiseen ja ilmiöoppimiseen liittyy ratkaisemattomia jännitteitä. Vaikka nykyisissä tavoitteissa korostuu opetuksen relevanssi oppijan ja yhteiskunnan kannalta, sisältötieto määritellään edelleen pitkälti oppiainelähtöisen autenttisuuden näkökulmasta. Me argumentoimme, että opetusmenetelmien ja kontekstien lisäksi myös sisältötieto on uudelleenmääriteltävä muuttuneiden tavoitteiden mukaiseksi. The goals of science education expand beyond traditional scientific content knowledge. Scientific literacy has become an important goal, offering students knowledge and skills to engage in public discussion and decision making in personal, societal and global issues related to science and technology. The recent changes in Finnish Core Curricula towards phenomenon-based learning represent these global trends in science education. In this paper, we argue that there are unresolved tensions in the the pursuit for scientific literacy and phenomenon-based learning. While the current aims of science education emphasize relevance for the student and the society, content knowledge is still defined on the basis of disciplinary authenticity. We argue that in addition to the teaching methods and contexts also content knowledge needs to be redefined to reflect the changing goals of science education.

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“…In this kind of processes, students do not need to actually think. As a result, they are not curious about exploring things, the space for imagination is limited, and the excitement of finding answers through science is reduced (Bell, Blair, Crawford, & Lederman, 2003;Chinn & Malhotra, 2002;Hickey, Kindfield, Horwitz, & Christie, 2003).…”

Section: Literature Reviewmentioning

confidence: 99%

Improving the Eighth Graders’ Motivation Toward Science Learning Through Inquiry-Based Teaching

Hung¹,

Pan²,

K³

2017

UCER-A

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This study aimed to improve the eighth graders' motivation toward science learning through inquiry-based teaching and provide various evidences through cross-comparisons regarding the students' classroom environment perceptions. The quasi-experiment design was adopted for this study with the subjects being the eighth graders from four classes of a junior high school in Kaohsiung City, Taiwan. Two of the classes were assigned to the experiment group (74 students) and the other two were the control group (75 students). The inquiry-based teaching was applied to the experiment group while the traditional textbook teaching with cookbook experiments was applied to the control group. The teaching duration was the first semester for the eighth graders with a total of six learning units being taught in this period of time. The multi-variate analysis of variance (MANOVA) was applied with the dependent variables being motivation toward science learning and classroom environment perception and alpha being set to 0.05. It was found that the students in the experiment group were more likely to perceive the supportive inquiry-learning environment. And two of their intrinsic motivations-science learning value and learning environment stimulation, were stronger than the students in the control group. However, the extrinsic motivation-performance goal, of the students in the control group was stronger.

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Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks

Cited by 999 publications

References 67 publications

Contextualizing practices across epistemic levels in the chemistry laboratory

Contextualizing practices across epistemic levels in the chemistry laboratory

Tiedeopetuksen muuttuvat tavoitteet

Improving the Eighth Graders’ Motivation Toward Science Learning Through Inquiry-Based Teaching

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