Literaturnachweis - Detailanzeige
Autor/inn/en | Pols, C. F. J.; Dekkers, P. J. J. M.; de Vries, M. J. |
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Titel | 'Would You Dare to Jump?' Fostering a Scientific Approach to Secondary Physics Inquiry |
Quelle | In: International Journal of Science Education, 44 (2022) 9, S.1481-1505 (25 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Pols, C. F. J.) ORCID (Dekkers, P. J. J. M.) ORCID (de Vries, M. J.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0950-0693 |
DOI | 10.1080/09500693.2022.2083251 |
Schlagwörter | Physics; Science Instruction; Active Learning; Standards; Secondary School Students; Scientific Research; Risk; Comparative Analysis; Evidence; Intervention; Teacher Role; Instructional Materials; Audio Equipment; Lesson Plans; Group Discussion; Student Attitudes; Writing (Composition); Teaching Methods; Grade 9; Urban Schools; Foreign Countries; Netherlands Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Aktives Lernen; Standard; Sekundarschüler; Risiko; Evidenz; Lehrerrolle; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Audio-CD; Lesson planning; Unterrichtsplanung; Gruppendiskussion; Schülerverhalten; Schreibübung; Teaching method; Lehrmethode; Unterrichtsmethode; School year 09; 9. Schuljahr; Schuljahr 09; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Ausland; Niederlande |
Abstract | Secondary school students often only use the rules for doing scientific inquiry when prompted, as if they fail to see the point of doing so. This qualitative design study explores conditions to address this problem in school science inquiry. Dutch students (N = 22, aged 14-15) repeatedly consider the quality of their work: in a conventional, guided inquiry approach; by evaluating their conclusion in terms of the contextual purpose of the investigation; as consumers of knowledge facing the (hypothetical) risk of applying the findings in the real world. By gauging students' confidence in the inquiry's trustworthiness, we established that, while each confrontation instigated some students to (re)consider the quality of their inquiry, the final stage had the greatest impact. Students came to see that finding trustworthy results is essential, requiring scientific standards. The scientific quality of their inquiries was described, weaknesses identified and compared with the improvements students themselves proposed for their inquiries. While the improvements were expressed in non-specific terms these align with a scientific perspective. Students now "wanted" to find trustworthy answers by exploiting scientific standards. In enabling students to engage successfully in basic scientific inquiry, finding ways to establish students' mental readiness for attending to the quality of their scientific claims, and of personalised scientific criteria for their assessment, is indispensable. (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 | 2024/1/01 |