Why Educate "Little Scientists?" Examining the Potential of Practice-Based Scientific Literacy

Autor/inn/en	O'Neill, D. Kevin; Polman, Joseph L.
Titel	Why Educate "Little Scientists?" Examining the Potential of Practice-Based Scientific Literacy
Quelle	In: Journal of Research in Science Teaching, 41 (2004) 3, S.234-266 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20001
Schlagwörter	Teaching Methods; Scientists; Investigations; Educational Change; Curriculum Development; Data Analysis; Scientific Literacy; Science Education; Student Evaluation; Case Studies; Educational Philosophy; Educational Technology; Science Projects; Student Projects; Learning Processes; Internet; High Schools + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Scientist; Wissenschaftler; Untersuchung; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Auswertung; Naturwissenschaftliche Bildung; Schulnote; Studentische Bewertung; Case study; Fallstudie; Case Study; Bildungsphilosophie; Erziehungsphilosophie; Unterrichtsmedien; Science; Project; Wissenschaft; Projekt; Schulprojekt; Learning process; Lernprozess; High school; Oberschule
Abstract	In recent years, a number of curriculum reform projects have championed the notion of having students do science in ways that move beyond hands-on work with authentic materials and methods, or developing a conceptual grasp of current theories. These reformers have argued that students should come to an understanding of science through doing the discipline and taking a high degree of agency over investigations from start to finish. This stance has occasionally been mocked by its critics as an attempt to create "little scientists"--a mission, it is implied, that is either romantic or without purpose. Here, we make the strong case for a practice-based scientific literacy, arguing through three related empirical studies that taking the notion of "little scientists" seriously might be more productive in achieving current standards for scientific literacy than continuing to refine ideas and techniques based on the coverage of conceptual content. Study 1 is a classroom case study that illustrates how project-based instruction can be carried out when teachers develop guidance and support strategies to bootstrap students' participation in forms of inquiry they are still in the process of mastering. Study 2 shows how sustained on-line work with volunteer scientists appears to influence students' success in formulating credible scientific arguments in written project reports following an authentic genre. Study 3, using data from three suburban high school classes, suggests that involving students in the formulation of research questions and data analysis strategies results in better spontaneous use of empirical data collection and analysis strategies on a transfer task. The study also suggests that failing to involve students in the formulation of research can result in a loss of agency. The implications of these findings for future research and practice are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10