The Development of Dynamic Inquiry Performances within an Open Inquiry Setting: A Comparison to Guided Inquiry Setting

Autor/inn/en	Sadeh, Irit; Zion, Michal
Titel	The Development of Dynamic Inquiry Performances within an Open Inquiry Setting: A Comparison to Guided Inquiry Setting
Quelle	In: Journal of Research in Science Teaching, 46 (2009) 10, S.1137-1160 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
Schlagwörter	Science Activities; Criteria; Biology; Decision Making; Content Analysis; Inquiry; Comparative Analysis; Longitudinal Studies; Critical Thinking; Outcomes of Education; Instructional Effectiveness; Teaching Methods; Science Instruction; Reflection; Interviews; High School Students; Science Education; Foreign Countries; Discovery Learning; Discovery Processes; Israel + Suchen Sie Ihr Suchwort? Biologie; Decision-making; Entscheidungsfindung; Inhaltsanalyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kritisches Denken; Lernleistung; Schulerfolg; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Interviewing; Interviewtechnik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Naturwissenschaftliche Bildung; Ausland; Entdeckendes Lernen
Abstract	Dynamic inquiry learning emphasizes aspects of change, intellectual flexibility, and critical thinking. Dynamic inquiry learning is characterized by the following criteria: learning as a process, changes during the inquiry, procedural understanding, and affective points of view. This study compared the influence of open versus guided inquiry learning approaches on dynamic inquiry performances among high-school biology students. We hypothesized that open inquiry students who engage in the inquiry process from its initial stage, participating in the decision making process of asking inquiry questions and planning all "aspects" of the inquiry, will outperform students who experienced guided inquiry, in terms of developing dynamic inquiry performances. Students were divided into two groups: guided and open inquiry learning approaches. Both groups were followed throughout their 2-year inquiry learning process. The data sources included interviews, students' inquiry summary papers, logbooks, and reflections. A quantitative content analysis of the two groups, using a dynamic inquiry performances index, revealed that open inquiry students used significantly higher levels of performances in the criteria "changes during inquiry" and "procedural understanding". However, the study's results indicated no significant differences in the criteria "learning as a process" and "affective points of view". The implementation of dynamic inquiry performances during inquiry learning may shed light on the procedural and epistemological scientific understanding of students conducting inquiries. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10