Understanding Students' Experiments--What Kind of Support Do They Need in Inquiry Tasks?

Autor/inn/en	Arnold, Julia Caroline; Kremer, Kerstin; Mayer, Jürgen
Titel	Understanding Students' Experiments--What Kind of Support Do They Need in Inquiry Tasks?
Quelle	In: International Journal of Science Education, 36 (2014) 16, S.2719-2749 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2014.930209
Schlagwörter	Inquiry; Active Learning; Science Instruction; Science Experiments; Scaffolding (Teaching Technique); Statistical Analysis; Qualitative Research; Biology; Grade 11; Grade 12; Secondary School Science; Secondary School Students; Science Process Skills; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Aktives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Statistische Analyse; Qualitative Forschung; Biologie; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Sekundarschüler; Ausland; Deutschland
Abstract	Inquiry learning is a widely recognized method for fostering inquiry competence in science education. Nevertheless, there is discussion about how to best support students while working on inquiry tasks (in this case: experiments on causal relationships). To identify the kind of support students need in order to design experiments in upper grades, an empirical study consisting of two parts was conducted. The first part, a quantitative test (N?=?96), tested students' competences in designing an experiment. It was found that students need scaffolding in basic aspects of designing (like dependent and independent variables), to reach higher levels, since only about thirty percent reach levels II or III out of three levels. On more reflective aspects (like confounding variables, test times and repetitions), only a maximum of twenty-five percent reached level I or higher; therefore, even more support is needed on these aspects. The second part of the study was a qualitative video-analysis of students' discussions, designs and implementations of an experiment. It was found that support is needed on procedural knowledge and understanding. Possible implications for inquiry support are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10