Surveying Students' Attitudes and Perceptions toward Guided-Inquiry and Open-Inquiry Laboratories

Chatterjee, Suparna; Williamson, Vickie M.; McCann, Kathleen P.; Peck, M. Larry

doi:10.1021/ed086p1427

Cited by 73 publications

(69 citation statements)

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“…Therefore, guided inquiry experiments are more suited to our student profile. Chatterjee, Williamson, McCann, and Peck (2009) display that students have more positive attitudes towards guided-inquiry laboratories than open-inquiry laboratories and they believe that they learn more with guided-inquiry laboratories than open-inquiry ones. Similarly, Thompson (2007) in his study presents guided inquiry activities related to the plant function and states that students like these activities and understand the nature of science better.…”

Section: Introductionmentioning

confidence: 96%

The Effect of Guided-Inquiry Laboratory Experiments on Science Education Students' Chemistry Laboratory Attitudes, Anxiety and Achievement

Ural¹

2016

Journal of Education and Training Studies

111

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The study aims to search the effect of guided inquiry laboratory experiments on students' attitudes towards chemistry laboratory, chemistry laboratory anxiety and their academic achievement in the laboratory. The study has been carried out with 37 third-year, undergraduate science education students, as a part of their Science Education Laboratory Applications I and II courses. In Science Education Laboratory Applications I course traditional laboratory method has been conducted, in Science Education Laboratory Applications II course guided inquiry laboratory experiments have been conducted. At the beginning of the academic year, Chemistry laboratory Attitude Scale and Chemistry Laboratory Anxiety Scale were administered as pre test and they were administered as post test following to the guided inquiry experiments. The findings have revealed that as a result of the applications, there has been a significant increase in students' attitudes towards chemistry laboratory, and their academic achievement and a decrease in their chemistry laboratory anxiety.

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Section: Introductionmentioning

confidence: 96%

The Effect of Guided-Inquiry Laboratory Experiments on Science Education Students' Chemistry Laboratory Attitudes, Anxiety and Achievement

Ural¹

2016

Journal of Education and Training Studies

111

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“…In open-inquiry laboratories, students design their own procedures to answer a question, which asks about a new setting or new aspect to a relationship established in a previous guided-inquiry laboratory. Chatterjee et al (2009) found that students had a more positive attitude toward guided-inquiry over open-inquiry laboratories and that students perceived that they learned more with guided-inquiry laboratories. These authors believed that this difference may be accounted for in the longer type of report usually required by the open-inquiry laboratories and cautioned that instructors should be aware of these feelings, but still incorporate both types of laboratories into their courses.…”

Section: Macroscopic Representationsmentioning

confidence: 93%

Teaching Chemistry Conceptually

Williamson

2014

Learning With Understanding in the Chemistry Classroom

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“…In studies about the use of inquiry in the classroom, many researchers from CoP (Wenger, 2008) have noted the significantly positive impact of inquiry instruction upon students (e.g., Chatterjee, Williamson, McCann, & Peck, 2009;van Rens, van der Schee, & Pilot, 2009). Chatterjee et al (2009) concur with this evaluation. The students who participated in this inquiry format had opportunities to brainstorm ideas, observe demonstrations, participate in guided experiments, and engage in meaningful and productive group discussions.…”

Section: Inquiry-based Practicesmentioning

confidence: 99%

Studying Science Teacher Identity

Avraamidou

2016

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ScopeMathematics and science education are in a state of change. Received models of teaching, curriculum, and researching in the two fields are adopting and developing new ways of thinking about how people of all ages know, learn, and develop. The recent literature in both fields includes contributions focusing on issues and using theoretical frames that were unthinkable a decade ago. For example, we see an increase in the use of conceptual and methodological tools from anthropology and semiotics to understand how different forms of knowledge are interconnected, how students learn, how textbooks are written, etcetera. Science and mathematics educators also have turned to issues such as identity and emotion as salient to the way in which people of all ages display and develop knowledge and skills. And they use dialectical or phenomenological approaches to answer ever arising questions about learning and development in science and mathematics.The purpose of this series is to encourage the publication of books that are close to the cutting edge of both fields. The series aims at becoming a leader in providing refreshing and bold new work-rather than out-of-date reproductions of past states of the art-shaping both fields more than reproducing them, thereby closing the traditional gap that exists between journal articles and books in terms of their salience about what is new. The series is intended not only to foster books concerned with knowing, learning, and teaching in school but also with doing and learning mathematics and science across the whole lifespan (e.g., science in kindergarten; mathematics at work); and it is to be a vehicle for publishing books that fall A C.I.P. record for this book is available from the Library of Congress.ISBN: 978-94-6300-377-3 (paperback) ISBN: 978-94-6300-378-0 (hardback) ISBN: 978-94-6300-528-9 (e-book)Published by: Sense Publishers,

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Surveying Students' Attitudes and Perceptions toward Guided-Inquiry and Open-Inquiry Laboratories

Cited by 73 publications

References 13 publications

The Effect of Guided-Inquiry Laboratory Experiments on Science Education Students' Chemistry Laboratory Attitudes, Anxiety and Achievement

The Effect of Guided-Inquiry Laboratory Experiments on Science Education Students' Chemistry Laboratory Attitudes, Anxiety and Achievement

Teaching Chemistry Conceptually

Studying Science Teacher Identity

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