Fostering Upper Secondary Students’ Ability to Engage in Practices of Scientific Investigation: a Comparative Analysis of an Explicit and an Implicit Instructional Approach

Vorholzer, Andreas; Aufschnaiter, Claudia von; Boone, William J.

doi:10.1007/s11165-018-9691-1

Cited by 38 publications

(41 citation statements)

References 42 publications

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“…Students' intermediate procedural positive knowledge and success levels can be improved by providing support for students in specific areas. Due to the dynamic relationships of procedural knowledge and the positive effects of question-based activities in understanding the concepts (Zoupidis et al, 2016) or the positive effects of question-based teaching in the development of learning objectives in science education (Vorholzer et al, 2020), these activities can be used to improve the levels of procedural positive knowledge and success. Since creating more than one solution for problems increases students' sense of competence and can be indirectly affected by their procedural knowledge (Achmetli et al, 2019), activities in which more than one solutions of problems can be developed in order to increase their positive knowledge and success levels.…”

Section: Discussionmentioning

confidence: 99%

Semiotic procedural knowledge model on solution of problems and problem-solving analysis

YÄ±lmaz¹

2020

Int. J. Educ. Admin. Pol. Stud.

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This study aims to use problem solving techniques in solving problems at different stages step by step. The theoretical and experimental semiotic model was developed by using the semiotic model method, which can be established with the relation of priority-recency, and an analysis of the problem solving skills of the students was made. Given that the procedural knowledge questions are used as the type of question to be applied in the development of the semiotic model, the model to be developed is called the semiotic procedural knowledge model. The experimental model will be established with the data collected from 34 science teacher candidates by means of using the qualitative method. Comparing the theoretical and experimental model, analyses will be made to compare the students' knowledge levels and success levels in the steps used correctly or incompletely in problem solutions. These analyses reflect students' ability to establish a relationship between scientific knowledge and technology.

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Section: Discussionmentioning

confidence: 99%

Semiotic procedural knowledge model on solution of problems and problem-solving analysis

YÄ±lmaz¹

2020

Int. J. Educ. Admin. Pol. Stud.

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“…In IBL, students are presented a scientific question and by performing investigations or collecting data, they are going to find an answer to this question. Based on the results of the investigations, students infer what this means for the subject domain (Vorholzer, von Aufschnaiter, & Boone, 2020;Xenofontos, Hovardas, Zacharia, & de Jong, 2020). In contrast to traditional teaching where students often confirm knowledge, in IBL students construct meaning.…”

Section: Inquiry Based Learningmentioning

confidence: 99%

“…For the participating teachers this study entailed two innovations at the same time, the introduction of a student-centered IBL pedagogy (Vorholzer et al, 2020;Xenofontos et al, 2020) in which the student groups determine the pace, the order of going through an ILS, and the way they want to collaborate in their group, as well as the use of a digital environment (Ton de Jong et al, 2014) in a complex school context.…”

Section: Teacher Participation and Commitmentmentioning

confidence: 99%

Class Experiences with Inquiry Learning Spaces in Go-Lab in African Secondary Schools

Coenders

Gomes²,

Sayegh³

et al. 2020

AJOTE

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Inquiry Based Learning (IBL) is a form of active learning, often used in STEM education to promote conceptual learning and to acquire scientific investigation skills. This paper reports on a study in which teachers in Kenya, Nigeria and the Republic of Benin implemented IBL embedded in online and offline Inquiry Learning Spaces (ILS) in their classes using the Go-Lab platform (https://www.golabs.eu). After a brief description of the IBL methodology, of lab work and in particular virtual labs for STEM education, of the process of preparing teachers to use IBL in class, and of the context of this study, we highlight the methodology used, and finally report our results. These show that the introduction and class enactment of a digital inquiry based learning platform such as Go-Lab in Africa (i) is possible, although challenging, (ii) does lead to student learning, (iii) for this to take place teacher training is necessary, (iv) the digital infrastructure is present in the schools though minimal and fragile, and (v) a local partner needs to provide assistance when required.

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“…Κατά κανόνα, οι εκπαιδευτικές δραστηριότητες που προάγουν την συμμετοχή των μαθητών συγκροτούνται σε φάσεις, οι οποίες αποτελούν δομικά στοιχεία των διερευνητικών προτάσεων, μοντέλων ή διερευνητικών κύκλων. Ο τρόπος εμπλοκής σε διερευνητικές δραστηριότητες, ρητά η υπόρρητα, αποτελεί αντικείμενο μελετών και αντιπαραθέσων από ερευνητές και παιδαγωγούς (Vorholzer et al, 2020). Από τις εργασίες μας, όπως και άλλων ερευνητών, έχουμε συμπεράνει ότι η εμπλοκή των μαθητών για να υπερβούν τις δυσκολίες τους πρέπει να είναι σταδιακή από αρχικά δομημένες διερευνητικές δραστηριότητες σε καθοδηγούμενες και στη συνέχεια σε ανοιχτές, ειδικά στη χώρα μας όπου οι δυνατότητες πειραματισμού και διερεύνησης φαινομένων είναι περιορισμένες.…”

Section: πλαίσιο αξιοποίησης των ψηφιακών τεχνολογιών στην εκπαίδευση των φυσικών επιστημώνunclassified

Διδακτική Φυσικών Επιστημών Και Ψηφιακές Τεχνολογίες: Όψεις Και Μετασχηματισμοί

Ψύλλος

2021

RiSTE

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Στην παρούσα εργασία, υποστηρίζουμε ότι η παιδαγωγική αξιοποίηση και ένταξη των ψηφιακών τεχνολογιών μπορεί να συντελέσει, σε κατάλληλες συνθήκες, στη βελτίωση ακόμα και στον δραστικό μετασχηματισμό της εκπαίδευσης στις Φυσικές Επιστήμες. Για τον σκοπό αυτό, εξετάζουμε τις παροχές και την αξιοποίηση των ψηφιακών τεχνολογιών, σε συνάρτηση με τις σύγχρονες έρευνες, τις διδακτικές προσεγγίσεις και τις θεωρίες στην περιοχή της Διδακτικής των Φυσικών Επιστημών. Αναλύεται και συζητείται η δημιουργική χρήση τους στη διδασκαλία και μάθηση των επιστημονικών εννοιών, των μεθόδων και της φύσης της επιστήμης. Η ένταξη των ψηφιακών τεχνολογιών έχει τη δυνατότητα υποστήριξης διδακτικών μετασχηματισμών του γνωστικού αντικειμένου, εργαστηριακής εργασίας και στρατηγικών μοντελοποίησης. Οι Διδακτικές Μαθησιακές Ακολουθίες είναι ένα κατάλληλο πλαίσιο έρευνας και ανάπτυξης, για την αξιοποίηση των ψηφιακών τεχνολογιών συνδυασμό με τη Διδακτική των Φυσικών Επιστημών.

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Fostering Upper Secondary Students’ Ability to Engage in Practices of Scientific Investigation: a Comparative Analysis of an Explicit and an Implicit Instructional Approach

Cited by 38 publications

References 42 publications

Semiotic procedural knowledge model on solution of problems and problem-solving analysis

Semiotic procedural knowledge model on solution of problems and problem-solving analysis

Class Experiences with Inquiry Learning Spaces in Go-Lab in African Secondary Schools

Διδακτική Φυσικών Επιστημών Και Ψηφιακές Τεχνολογίες: Όψεις Και Μετασχηματισμοί

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