Making Inquiry-Based Science Learning Visible: The Influence of CVS and Cognitive Skills on Content Knowledge Learning in Guided Inquiry

Autor/inn/en	Stender, Anita; Schwichow, Martin; Zimmerman, Corinne; Härtig, Hendrik
Titel	Making Inquiry-Based Science Learning Visible: The Influence of CVS and Cognitive Skills on Content Knowledge Learning in Guided Inquiry
Quelle	In: International Journal of Science Education, 40 (2018) 15, S.1812-1831 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stender, Anita) ORCID (Schwichow, Martin) ORCID (Zimmerman, Corinne) ORCID (Härtig, Hendrik)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2018.1504346
Schlagwörter	Inquiry; Science Instruction; Cognitive Ability; Teaching Methods; Logical Thinking; Learning Activities; Science Process Skills; Grade 8; Scientific Concepts; Energy; Magnets; Knowledge Level; Foreign Countries; Middle School Students; Germany + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; School year 08; 8. Schuljahr; Schuljahr 08; Energie; Stabmagnet; Wissensbasis; Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Deutschland
Abstract	Many science curricula and standards emphasise that students should learn both scientific knowledge and the skills associated with the construction of this knowledge. One way to achieve this goal is to use inquiry-learning activities that embed the use of science process skills. We investigated the influence of scientific reasoning skills (i.e. conceptual and procedural knowledge of the control-of-variables strategy) on students' conceptual learning gains in physics during an inquiry-learning activity. Eighth graders (n = 189) answered research questions about variables that influence the force of electromagnets and the brightness of light bulbs by designing, running, and interpreting experiments. We measured knowledge of electricity and electromagnets, scientific reasoning skills, and cognitive skills (analogical reasoning and reading ability). Using structural equation modelling we found no direct effects of cognitive skills on students' content knowledge learning gains; however, there were direct effects of scientific reasoning skills on content knowledge learning gains. Our results show that cognitive skills are not sufficient; students require specific scientific reasoning skills to learn science content from inquiry activities. Furthermore, our findings illustrate that what students learn during guided inquiry activities becomes visible when we examine both the skills used during inquiry learning and the process of knowledge construction. The implications of these findings for science teaching and research are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01