From Inquiry-Based Science Education to the Approach Based on Scientific Practices

García–Carmona, Antonio

doi:10.1007/s11191-020-00108-8

Cited by 51 publications

(32 citation statements)

References 70 publications

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“…Deductive teaching and learning have been used in literature as an umbrella term that includes several constructivist teaching methods (Prince & Felder, 2006). Inquiry-based learning is also under this umbrella because it was determined that students' view on science has changed for the better and that they learned science by exploring scientific concepts with teachings realized with this approach (García-Carmona, 2020;Meyer & Crawford, 2015). It was indicated that in inquiry-based learning, teachers and students are involved in the process by asking questions so that students can actively think.…”

Section: Inquiry-based Learning Approach In Science Educationmentioning

confidence: 99%

Teaching Mechanical Waves by Inquiry-Based Learning

Bezen

Bayrak

2020

JBSE

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In this research, the teaching of mechanical waves was realized with inquiry-based learning; the aim was to determine the changes in students’ conceptual understanding of spring, water, and sound waves. It was designed as action research. The study group comprised 58 upper-secondary school students enrolled in 10th grade at an Anatolian upper-secondary school in Turkey. Data collection tools used in the research were the form for conceptual understanding of mechanical waves, semi-structured interviews, video recordings and photographs, student journals, and hand-made materials. Moreover, researchers designed an action plan that was composed of activities on spring, water, and sound waves. Descriptive and conceptual content analyses were utilized in data analysis. At the end of the research, it was determined that there was a change in students’ conceptual understanding of spring, water, and sound waves. Moreover, it was determined that teaching based on inquiry-based learning contributed positively to students’ learning. In this respect, it is thought that such applications should become widespread. There should be online training for lecturers which in return would contribute to students’ learning. Keywords: 5E learning model, action research, inquiry-based learning approach, mechanical waves, upper-secondary students

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Section: Inquiry-based Learning Approach In Science Educationmentioning

confidence: 99%

Teaching Mechanical Waves by Inquiry-Based Learning

Bezen

Bayrak

2020

JBSE

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“…En la tabla 1 se recopilan las ocho prácticas de ciencia 5 que propone tal documento. Se observa que las prácticas científicas seleccionadas por el NRC (2012) están sesgadas hacia una visión esencialmente epistémica de la ciencia; o, al menos, las sugerencias que se ofrecen en el documento para su desarrollo en el aula se enmarcan primordialmente en tal visión (García-Carmona 2020). Lo cual, a nuestro modo de ver, proyecta una perspectiva restringida de las prácticas científicas de cara a su abordaje en la enseñanza/aprendizaje de la ciencia; puesto que (i) la actividad científica conlleva también la participación en prácticas de naturaleza noepistémica que, además, (ii) pueden ser analizadas y comprendidas por estudiantes de niveles educativos básicos (Acevedo-Díaz, García-Carmona y Aragón 2017).…”

Section: ¿Qué Implica Aprender Ciencia Mediante Prácticas Científicas?unclassified

“…Sin embargo, las recomendaciones de este documento son muy influyentes tanto en Estados Unidos como en otros muchos países. Resulta difícil encontrar, en la bibliografía internacional, estudios y experiencias sobre aprendizaje de la ciencia mediante prácticas científicas que no lo citen entre sus referencias básicas (García-Carmona 2020).…”

Section: ¿Qué Implica Aprender Ciencia Mediante Prácticas Científicas?unclassified

“…Si bien, como sucede con otros planteamientos didácticos, para el aprendizaje de la ciencia mediante prácticas científicas se encuentran conceptualizaciones o perspectivas predominantes, que son susceptibles de ser analizadas y replanteadas desde otros puntos de vista. Por ejemplo, las propuestas más populares o seguidas en la bibliografía sobre este enfoque (e.g., NRC 2012) se ocupan, sobre todo, de la dimensión epistémica (i.e., racional o cognitiva) de la actividad científica (García-Carmona 2020). Sin embargo, a nuestro parecer, el enfoque sería más completo y coherente con el trabajo que realizan las científicas y científicos si se atienden, de igual modo, las múltiples prácticas de naturaleza no-epistémica que estos también desempeñan.…”

Section: Introductionunclassified

“…Por tanto, para estos autores las "practicas científicas" constituyen un enfoque didáctico más amplio que el EBI. Un análisis comparativo más profundo de ambos enfoques didácticos puede consultarse en García-Carmona (2020).…”

Section: Introductionunclassified

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Prácticas no-epistémicas: ampliando la mirada en el enfoque didáctico basado en prácticas científicas

García–Carmona

2021

Eureka

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Positive or negative? The effects of scientific inquiry on science achievement via attitudes toward science

Wan¹,

Zhan²,

Ya-nan

2023

Science Education

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Science education researchers and curriculum documents have advocated scientific inquiry for more than six decades; however, inconsistent findings concerning its effects on students' learning outcomes have been revealed in recent analyses of large‐scale international assessment data (e.g., the Programme for International Student Assessment [PISA]). This has evoked considerable concern given the significant role that inquiry plays in science education. To unpack the complex influence of inquiry on science achievement, this study used the PISA 2015 data from eight Western or East Asian regions to explore the effects of inquiry on students' science achievement and the mediation of attitudes toward science. The results indicated that despite the negative effects that the investigation aspect of inquiry had on science achievement, the explanation aspect of inquiry had positive effects on science achievement for the Western, East Asian, and whole samples. When all of the effects of both the investigation and explanation aspects were integrated, the overall influence of inquiry on students' science achievement was found to be positive for the whole and East Asian samples and slightly negative for the Western sample. This study highlights the necessity of considering different facets of inquiry and different types of effects when investigating the effects of inquiry on science achievement and achieving a better balance between the investigation and explanation processes when implementing inquiry in school classrooms.

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From Inquiry-Based Science Education to the Approach Based on Scientific Practices

Cited by 51 publications

References 70 publications

Teaching Mechanical Waves by Inquiry-Based Learning

Teaching Mechanical Waves by Inquiry-Based Learning

Prácticas no-epistémicas: ampliando la mirada en el enfoque didáctico basado en prácticas científicas

Positive or negative? The effects of scientific inquiry on science achievement via attitudes toward science

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