The distinction between inquiry and scientific inquiry and why high school students should be cognizant of the distinction

Kyle, William C.

doi:10.1002/tea.3660170206

Cited by 33 publications

(23 citation statements)

References 10 publications

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“…Subsequently, one can learn to synthesise concepts rationally, enquire scientifically and solve problems via unrestrained inductive thinking (Kyle, 1980).…”

Section: Motive 1: Working As An Academicmentioning

confidence: 99%

“…Each of the steps in the diagram above presupposes the possession of knowledge, including knowledge of methods and techniques, knowledge of one's own domain (theories, principles, concepts and facts) and of related domains. In simple terms, one must acquire a broad critical knowledge of the subject matter, the learning of basic competencies, prior to successful, productive and useful scientific enquiry.Subsequently, one can learn to synthesise concepts rationally, enquire scientifically and solve problems via unrestrained inductive thinking (Kyle, 1980).After having gained the necessary prerequisite substantive knowledge, students need to be placed in situations where they have to make use of that knowledge in carrying out the tasks associated with scientific inquiry.Practicals provide an opportunity to develop competence in learning to investigate and in learning to solve problems. Further, the chance for students to discuss, reason and compare what they have done with other students (or via an inter-active electronic medium) is a necessity for attaining these (sub)skills.…”

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confidence: 99%

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‘Dry laboratories’ in science education; computer‐based practical work

Kirschner

Huisman

1998

International Journal of Science Education

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Practical (laboratory) work in science education has traditionally been used to allow students to rediscover already known concepts and ideas, to demonstrate concepts taught in the classroom or, in the case of inquirybased science curricula, to teach concepts. Often, these laboratory practicals do not achieve their goals and may even confuse or demotivate students. It is not that using 'wet' practicals is intrinsically wrong; rather, it isthat they are often used for the wrong reasons. They do have a place in science curricula --for the conveyance of tacit knowledge that can only be achieved in the laboratory setting. In our view, their use should be restricted to that. Non-laboratory practicals (`dry labs'), and especially multimedia practicals, tend to be used for completely different reasons. They are best used to help students achieve specific cognitive skills (such as analysis, synthesis and evaluation) needed to practice science and to carry out scientific inquiry. This article sketches the problems associated with the use of dry laboratories in science education, presents design considerations for the use of such practicals in science education and presents examples of innovative non-traditional practicals.2 Traditional Wet laboratoriesLaboratory work is an accepted part of science instruction. Given its important place in the education of youth, it is surprising that we know so little about its functioning and effects (Gallagher, 1987: 351) Although most scientists and science teachers look back on their experience of university practicals positively, and feel that the `average' practical they followed was of reasonable quality and was worthwhile, there are some major concerns. A review of the literature (Kirschner & Meester, 1988) dealing primarily with undergraduate science education yields the following criticisms from students and teaching staff.Practical work provides a poor `return of knowledge' considering the amount of time and effort invested by staff and students.• All too often, work done in a laboratory simply verifies something already known to the student.• Too much time is wasted having students perform trivial experiments.• Usually, the practicals cannot fail. Years of effort have produced foolproof `experiments', where the right answer is certain to emerge for everyone in the class if the laboratory instructions are followed.• It is not at all uncommon to find that students have no understanding of the processes and techniques which they have previously used in the laboratory.• Non-trivial experiments tend to overwhelm students. Either they require the student to solve problems beyond their comprehension or they allow insufficient time for satisfactory completion.• Students almost never have the chance to spend time watching an expert conduct an experiment.• The supervision of laboratory work is often inadequate, in that assessed work is often not marked and returned soon enough to have an effect on learning. Assessment (and penalising) is often arbitrary and has little teach...

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“…Subsequently, one can learn to synthesise concepts rationally, enquire scientifically and solve problems via unrestrained inductive thinking (Kyle, 1980).…”

Section: Motive 1: Working As An Academicmentioning

confidence: 99%

mentioning

confidence: 99%

‘Dry laboratories’ in science education; computer‐based practical work

Kirschner

Huisman

1998

International Journal of Science Education

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“…In simple terms, one must acquire a broad critical knowledge of the subject matter, the learning of basic competencies, prior to successful, productive and useful scientific enquiry. Subsequently, one can learn to synthesize concepts rationally, to enquire scientifically and to solve problems via unrestrained inductive thinking (Kyle 1980). After having internalized the necessary substantive information, students need to be placed in situations where they have to make use of that information in carrying out the tasks associated with scientific inquiry.…”

Section: Introductionmentioning

confidence: 99%

Information presentation and troubleshooting in electrical circuits

Kester¹,

Kirschner

Merriënboer

2004

International Journal of Science Education

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While learning a complex skill in science using a computer-based simulation, optimal timing of information presentation facilitates learning and enhances test performance. An optimal information presentation format is proposed: supportive information is presented before practising a skill, and procedural information is presented during practice. Four information presentation formats were compared in a factorial design with the factors timing of supportive information (before or during task practice) and timing of procedural information (before or during task practice). Eighty-eight third-year high school students (37 male, 51 female; mean age = 14 years, standard deviation = 0.52) participated in the experiment. Information searching behaviour and transfer test performance were studied. The information searching behaviour confirms the hypothesis. Findings on the transfer test are less clear due to a bottom effect.

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“…(Abraham, 2005;Anderson, 2002;Bell et al. 2003;Chinn & Malhotra 2002;Colburn, 2000;Domin, 1999;Eick ir Reed, 2002;Farrell et al, 1999;Gaddis & Schoffstall, 2007;Germann, 1989;Germann et al, 1996;Hancock et al, 1992;Martin-Hansen, 2002;Kyle, 1980;NRC, 2000;Mohrig, 2004;Mohrig et al, 2007;Pavalich & Abraham, 1977;Schwartz et al, 2004;Windschitl, 2004;Windschitl & Buttemer, 2000). The following terms have a lot of meanings.…”

Section: Tablementioning

confidence: 99%

Theoretical Inquiry-Based Learning Insights on Natural Science Education: from the Source to 5E Model

Dagys

2017

PED

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Abstract. The article presents a theoretical inquiry-based learning (hereinafter can be called IBL) methodology insights on natural science education. Seeking for an answer to the questions such as when did inquiry-based learning first appeared, which educational philosophy it derived from. It examines on what principles inquiry-based learning is rested on. An overview of IBL models, introduced information on exploration levels. Revealing inquiry-based learning advantages.

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The distinction between inquiry and scientific inquiry and why high school students should be cognizant of the distinction

Cited by 33 publications

References 10 publications

‘Dry laboratories’ in science education; computer‐based practical work

‘Dry laboratories’ in science education; computer‐based practical work

Information presentation and troubleshooting in electrical circuits

Theoretical Inquiry-Based Learning Insights on Natural Science Education: from the Source to 5E Model

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