Separating the Research Question from the Laboratory Techniques: Advancing High-School Biology Teachers' Ability to Ask Research Questions

Autor/inn/en	Hasson, Eilat; Yarden, Anat
Titel	Separating the Research Question from the Laboratory Techniques: Advancing High-School Biology Teachers' Ability to Ask Research Questions
Quelle	In: Journal of Research in Science Teaching, 49 (2012) 10, S.1296-1320 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21058
Schlagwörter	Inquiry; Discovery Learning; Research Methodology; Science Laboratories; Microbiology; Science Instruction; Laboratory Procedures; Questioning Techniques; Foreign Countries; Knowledge Base for Teaching; Knowledge Level; Secondary School Science; Secondary School Teachers; Faculty Development; Israel + Suchen Sie Ihr Suchwort? Entdeckendes Lernen; Research method; Forschungsmethode; Mikrobiologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Laboruntersuchung; Befragungstechnik; Fragetechnik; Ausland; Teaching theory; Theory of teaching; Unterrichtstheorie; Wissensbasis
Abstract	Inquiry is essentially a process in which research questions are asked and an attempt is made to find the answers. However, the formulation of operational research questions of the sort used in authentic scientific inquiry is not a trivial task. Here, we set out to explore the possible influence of separating the research question from the laboratory techniques used to try and answer this question on teachers' understanding of laboratory techniques and their ability to formulate research questions. We conducted a laboratory course in microbiology in which the laboratory techniques were presented in an explicit and generalized manner, in the context of specific research questions. During the course, teachers' understanding of laboratory techniques improved as reflected in their answers to exercises given throughout. In addition, teachers' ability to ask research questions, analyzed using Dillon's classification of research questions, also improved. When reflecting upon the course, some teachers attributed the change in their ability to ask research questions to their increased knowledge of techniques, whereas others did not. We conclude that to facilitate research-question-asking skills among teachers, they should be provided with knowledge of the relevant laboratory techniques in an explicit fashion. (Contains 5 tables, 2 figures and 2 notes.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10