Features and trends of teaching strategies for scientific practices from a review of 2008–2017 articles

Halawa, Suarman; Hsu, Ying-Shao; Zhang, Wenxing; Kuo, Yen Ruey; Wu, Jen Yi

doi:10.1080/09500693.2020.1752415

Cited by 15 publications

(8 citation statements)

References 93 publications

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“…However, studies from development psychology often examine specific SIA in isolation and in nonscience contexts (Koerber et al, 2015). Studies from primary science education typically concentrate on the effects of SIA on the development of conceptual knowledge and inquiry skills, rather than on the (epistemic) understanding of inquiry activities themselves (Halawa et al, 2020). To date, only few studies have addressed the understanding of different SIA and a simplified SIC within a scientific domain (Osterhaus et al, 2021; Schiefer et al, 2021).…”

Section: Scientific Inquiry and Learning About Scientific Inquiry In Ecementioning

confidence: 99%

Children’s understanding of scientific inquiry: The role of instructional support and comparison making.

Schmerse,

Dominke,

Mohr

et al. 2024

Journal of Educational Psychology

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The objective of the current study was to identify an effective learning environment for kindergarten students as they acquire an initial understanding of scientific inquiry activities (SIA) and a simple (idealized) scientific inquiry cycle (SIC). The study aimed to examine (a) the effects of instructional support and (b) the role of similarity across scientific phenomena illustrating the SIA/SIC in helping children acquire an initial understanding. The study used a randomized group treatment design with children aged 5-6 years (N = 231). Similarity of scientific phenomena and specificity of instructional support related to the SIA/SIC were systematically varied across conditions. Results indicated that SIA/SIC-specific instructional support provided shortterm benefits to children's knowledge about SIA and the SIC. In addition, results suggested that similarity of scientific phenomena interacted differentially with children's prior knowledge. More knowledgeable students benefited from variation in their understanding of the SIA/SIC, while similarity helped less knowledgeable children improve their content knowledge. Educational Impact and Implications StatementThis study highlights the effectiveness of explicit instructional support focused on scientific inquiry activities (SIA) and the science inquiry cycle for children aged 5-6. The findings suggest that such targeted teaching approaches can promote a deeper understanding of the process and objectives of scientific inquiry, without compromising content knowledge. This research invites educators to rethink traditional hands-on pedagogical methods, emphasizing the importance of guiding children toward viewing science as an intentional process of information seeking, characterized by inquiry and iterative question development. Moreover, the findings underscore the potential benefit of early introduction to SIA. This study also notes the interplay between the design of learning environments, the variability of examples used, and children's prior knowledge, factors which should be carefully balanced in early science education.

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Section: Scientific Inquiry and Learning About Scientific Inquiry In Ecementioning

confidence: 99%

Children’s understanding of scientific inquiry: The role of instructional support and comparison making.

Schmerse,

Dominke,

Mohr

et al. 2024

Journal of Educational Psychology

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“…As estratégias de ensino centradas no aluno ou aquelas centradas no professor precisam contribuir com os objetivos cognitivos e afetivos do ensino. Além disso, as estratégias de ensino para a prática científica, a combinação de estratégias voltadas para a experimentação e a discussão de problemas são estratégias de ensino utilizadas para atingir os objetivos cognitivos e afetivos do ensino (Halawa, Hsu, Zhang, Kuo, & Wu, 2020, Murray, 2019.…”

Section: Estratégias De Ensino-aprendizagem E Suas Avaliaçõesunclassified

Percepções docentes e às estratégias de ensino-aprendizagem durante o isolamento social motivado pelo COVID-19

Schmitt

Bugalho

Krüger

2021

Rev. Cat. Cien. Cont.

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O objetivo deste texto é identificar as principais estratégias do processo de ensino-aprendizagem, bem como as percepções dos docentes durante o período de isolamento social no contexto da pandemia gerada pela Covid-19. A amostra do estudo é composta por 52 docentes dos cursos de Administração, Ciências Contábeis e Ciências Econômicas, atuantes em quatro instituições de ensino superior da região Sul do Brasil. O levantamento realizado por meio de questionário, compondo 32 questões, coletou a identificação dos respondentes; as percepções do processo de ensino e as estratégias de ensino-aprendizagem utilizadas a partir da inserção das aulas de forma remota, como alternativa no período de isolamento social. Quanto ao tratamento dos dados, empregou-se a estatística descritiva e o teste estatístico de Mann-Whitney, a análise é de cunho quantitativo. Os resultados evidenciam que, para 96% dos pesquisados, as disciplinas ocorreram de forma remota; 92% indicam adaptações pedagógicas; e 76% responderam que a instituição ofereceu capacitações. As principais estratégias de ensino utilizadas no período de isolamento social são: aulas expositivas com apresentação de conteúdo em slides (98%); exercícios com resolução (90%); estudo de casos (69%); e pesquisas/leituras orientadas sobre o conteúdo (52%). A análise estatística evidencia que os docentes que utilizaram de problematização/casos de ensino, debates e uso de jogos, acreditam ter alcançado os objetivos de ensino-aprendizagem. Na percepção de 54% dos docentes, as aulas realizadas de forma remota não representam prejuízos no processo de ensino-aprendizagem dos estudantes e atingiram os objetivos. De forma geral, os resultados demonstram adaptação das aulas presenciais ao formato remoto, bem como os achados sugerem a importância da inserção das tecnologias como estratégias de ensino, independentemente de o modelo ser ou não presencial.

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“…The teaching and learning of scientific practices in which students are engaged is emerging in many countries (Jaber and Hammer, 2016). Students learn not only the knowledge but also scientific skills in each practice, and they are able to recognize a broad spectrum of scientific methods rather than just one (Halawa et al, 2020). However, PSTs may not notice all of these benefits; because they lack prior professional experience, their spontaneous conceptions about teaching, which are rooted in their extensive experience as students, represent a real obstacle to change in teaching (Tobin and Espinet, 1989).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Emotional and Cognitive Preservice Science Teachers’ Engagement While Living a Model-Based Inquiry Science Technology Engineering Mathematics Sequence About Acid-Base

et al. 2021

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Science inquiry and modeling activities have been proved to heighten emotional situations; therefore, research about emotions should aim to identify which activities promote student engagement with Science, Technology, Engineering and Mathematics fields through multidimensional models that include emotional and cognitive engagement. This research is focused on science teachers’ need to carefully review their classroom instructions to ensure that students are provided with opportunities to develop appropriate understandings of acid/base models (and their concepts). To achieve this, we have implemented a short model-based inquiry acid-base instructional sequence in the context of a TV-spot about chewing gum. A descriptive, non-experimental quantitative methodology with a heuristic (emotional: self-report questionnaire; and cognitive: self-regulation questionnaire) has been used to analyze what Pre-Service Secondary Education Teachers from several Spanish universities recognize to have learned and felt in each activity. Differences regarding knowledge declared by the participants were identified in all the tasks from before to after carrying them out. Furthermore, the results seem to indicate that there are significant relationships between the knowledge and the emotions, being different depending on the skill involved. Significant correlations between emotions have been found. However, there were no significant correlations with either rejection and knowledge or with other emotions, which points to emotional engagement. Generally, no significant differences were identified between emotions and gender or universities, with some exceptions between genders in two tasks. Thus, the results led us to reflect on the instructional sequence implementation’s ability to bring awareness to the learning process and how it produces multidimensional engagements.

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Features and trends of teaching strategies for scientific practices from a review of 2008–2017 articles

Cited by 15 publications

References 93 publications

Children’s understanding of scientific inquiry: The role of instructional support and comparison making.

Children’s understanding of scientific inquiry: The role of instructional support and comparison making.

Percepções docentes e às estratégias de ensino-aprendizagem durante o isolamento social motivado pelo COVID-19

Emotional and Cognitive Preservice Science Teachers’ Engagement While Living a Model-Based Inquiry Science Technology Engineering Mathematics Sequence About Acid-Base

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