Laboratory materials: Affordances or constraints?

Jordan, Rebecca; Ruibal‐Villasenor, Maria; Hmelo‐Silver, Cindy E.; Etkina, Eugenia

doi:10.1002/tea.20418

Cited by 22 publications

(15 citation statements)

References 47 publications

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“…It is part of the forethought phase, which is the first phase of Zimmerman's () model, namely, the initial understanding of the task and goals before acting on them. Experiences with a less structured environment have been shown to result in greater planning than in structured settings (Jordan, Ruibal‐Villasenor, Hmelo‐Silver, & Etkina, ), endorsing the open‐ended learning environment in our study as appropriate for promoting SRL. Planning in an open‐ended dynamic learning environment is particularly difficult because it requires coping with unknown variables and is characterized by uncertainty about actions’ results (Allen, Hendler, & Tate, ), as in the present study.…”

Section: Self‐reporting Instruments and Promptsmentioning

confidence: 67%

Long-Term Self-Regulation of Biology Learning Using Standard Junior High School Science Curriculum

Eilam

Reiter

2014

Sci. Ed.

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In today's world of information explosion, independent lifelong selfregulated learning (SRL) is becoming a necessity. However, opportunities in schools to experience such learning modes are relatively rare. This long-term explorative field study examined students' SRL of science. Changes in students' self-reported and enacted SRL in two ninth-grade science classrooms were measured over the course of a full academic year. The self-regulating (SR) class (n = 25) studied genetics while self-regulating their learning. The teacher-controlled (TC) class (n = 27) studied the same content in a teacher-regulated mode. Data were collected at several time points along the year by SRL questionnaires (Learning and Study Strategies Inventory, LASSI), science knowledge tests, and (in the SR group only) protocols for measuring enacted SRL. Findings showed that enacted SRL correlated with self-reported SRL, validating measurements. The SR students outperformed their TC peers in science learning. Significant changes over time in both self-reported and enacted SRL emerged only for the SR students, suggesting that long-term SRL practices may promote awareness of learning processes and ability to apply SRL. Implications for school learning are discussed. C 2014 Wiley Periodicals, Inc. Sci Ed 98:705-737, 2014

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Section: Self‐reporting Instruments and Promptsmentioning

confidence: 67%

Long-Term Self-Regulation of Biology Learning Using Standard Junior High School Science Curriculum

Eilam

Reiter

2014

Sci. Ed.

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“…These authors term this a bottom‐up vs. a top‐down perspective. Although the implications of these changes are not known, Jordan et al (2011b) found that when students engage in more top‐down or global discussions about hypothesis testing, their creativity in number of problem solutions generated increased. More data are necessary to draw a similar conclusion between the relationships described in this article.…”

Section: Discussionmentioning

confidence: 99%

Developing Model‐Building as a Scientific Practice in Collaborative Citizen Science

Jordan

Crall

Hmelo‐Silver

et al. 2018

Natural Sciences Education

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Core Ideas Citizen scientists learned how to develop sound methods to rule out plausible explanations through the use of models. Citizen scientists engaged in increased levels of discussion about models following project participation. Developing models may help prepare citizen scientists for independent endeavors. Citizen science programs pose excellent opportunities for science learning through volunteer engagement in authentic science projects, often with scientists. In this article, we share data on whether the development, discussion, and revision of models resulted in an improved description of scientific practices. We engaged individuals in a collaborative citizen science project where individuals use online resources to pose locally based research questions and use modeling practices to design research. These individuals also gathered data to support or refute their models. Project leaders were interviewed before and after project participation to determine the extent to which ideas about scientific practices have changed. We found that these individuals developed a greater capacity to independently ask and answer questions related to successful research design.

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“…Similarly, Toulmin (1972) stated that a scientific discipline includes “a communal tradition of procedures and techniques for dealing with theoretical or practical problems.” Indeed, novices that are new to a discipline are not familiar with the procedures and techniques of the discipline. For example, students' are challenged to comprehend the complex methods that are abundant in adapted primary literature (APL) articles in biotechnology (Falk, Brill, & Yarden, 2008), and novices posed with a typical laboratory task focus on the materials and procedures that are not familiar to them (Jordan, Ruibal‐Villasenor, Hmelo‐Silver, & Etkina, 2011).…”

Section: Knowledge Of Techniques and Procedural Knowledgementioning

confidence: 99%

Separating the research question from the laboratory techniques: Advancing high‐school biology teachers' ability to ask research questions

Hasson

Yarden

2012

J Res Sci Teach

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Inquiry is essentially a process in which research questions are asked and an attempt is made to find the answers. However, the formulation of operational research questions of the sort used in authentic scientific inquiry is not a trivial task. Here, we set out to explore the possible influence of separating the research question from the laboratory techniques used to try and answer this question on teachers' understanding of laboratory techniques and their ability to formulate research questions. We conducted a laboratory course in microbiology in which the laboratory techniques were presented in an explicit and generalized manner, in the context of specific research questions. During the course, teachers' understanding of laboratory techniques improved as reflected in their answers to exercises given throughout. In addition, teachers' ability to ask research questions, analyzed using Dillon's classification of research questions, also improved. When reflecting upon the course, some teachers attributed the change in their ability to ask research questions to their increased knowledge of techniques, whereas others did not. We conclude that to facilitate research-question-asking skills among teachers, they should be provided with knowledge of the relevant laboratory techniques in an explicit fashion. ß

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Laboratory materials: Affordances or constraints?

Cited by 22 publications

References 47 publications

Long-Term Self-Regulation of Biology Learning Using Standard Junior High School Science Curriculum

Long-Term Self-Regulation of Biology Learning Using Standard Junior High School Science Curriculum

Developing Model‐Building as a Scientific Practice in Collaborative Citizen Science

Separating the research question from the laboratory techniques: Advancing high‐school biology teachers' ability to ask research questions

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