A Combined Approach to Strengthen Children's Scientific Thinking: Direct Instruction on Scientific Reasoning and Training of Teacher's Verbal Support

Autor/inn/en	van der Graaf, Joep; van de Sande, Eva; Gijsel, Martine; Segers, Eliane
Titel	A Combined Approach to Strengthen Children's Scientific Thinking: Direct Instruction on Scientific Reasoning and Training of Teacher's Verbal Support
Quelle	In: International Journal of Science Education, 41 (2019) 9, S.1119-1138 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2019.1594442
Schlagwörter	Thinking Skills; Direct Instruction; Active Learning; Inquiry; Elementary School Teachers; Verbal Communication; Instructional Effectiveness; Grade 4; Elementary School Students; Vocabulary; Children; 21st Century Skills; Teacher Guidance; STEM Education; Educational Strategies; Academic Language; Foreign Countries; Achievement Gains; Teacher Education; Units of Study; Netherlands + Suchen Sie Ihr Suchwort? Denkfähigkeit; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Aktives Lernen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Unterrichtserfolg; School year 04; 4. Schuljahr; Schuljahr 04; Wortschatz; Child; Kind; Kinder; Lehrerberatung; STEM; Lehrstrategie; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Ausland; Achievement gain; Leistungssteigerung; Lehrerausbildung; Lehrerbildung; Lerneinheit; Niederlande
Abstract	Inquiry-based lessons have been demonstrated to improve children's scientific thinking (i.e. reasoning abilities and domain-specific knowledge). Although empirical evidence shows that inquiry-based learning requires instruction, research comes from two approaches that have not been bridged yet: direct instruction of scientific reasoning and teacher training of verbal support. We investigated how these two types of instruction separately or combined strengthened children's scientific thinking by comparing four conditions: baseline, direct instruction, verbal support, and a combined approach. Effectiveness of an inquiry-based lesson series on scientific reasoning abilities, vocabulary, and domain-specific knowledge (near and far transfer) were studied among 301 fourth graders. Results showed that both approaches strengthened different components of scientific reasoning abilities, and that a combination of instructions was most effective for scientific reasoning abilities, vocabulary, and domain-specific knowledge. Domain-specific knowledge acquisition was strengthened only when both instructions were provided. It can thus be concluded that each type of instruction has unique contributions to children's science learning and that these instructions complement each other. Our study thus showed that inquiry-based lesson series when preceded by direct instruction of scientific reasoning and scaffolded with verbal support are most effective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01