An Inquiry-Based Approach of Traditional "Step-by-Step" Experiments

Autor/inn/en	Szalay, L.; Tóth, Z.
Titel	An Inquiry-Based Approach of Traditional "Step-by-Step" Experiments
Quelle	In: Chemistry Education Research and Practice, 17 (2016) 4, S.923-961 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c6rp00044d
Schlagwörter	Foreign Countries; Science Education; Science Instruction; Chemistry; Inquiry; Active Learning; Sequential Learning; Science Experiments; Science Laboratories; Laboratory Experiments; Scientific Literacy; Science Process Skills; Kinetics; Experimental Groups; Control Groups; Pretests Posttests; Secondary School Students; Science Tests; Likert Scales; Lesson Plans; Gender Differences; Statistical Significance; Science Achievement; Achievement Gains; Correlation; Statistical Analysis; Hungary + Suchen Sie Ihr Suchwort? Ausland; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Aktives Lernen; Didaktische Sequenzierung; Lernsequenz; Laboratory work; Laborarbeit; Kinetik; Sekundarschüler; Likert-Skala; Lesson planning; Unterrichtsplanung; Geschlechterkonflikt; Achievement gain; Leistungssteigerung; Korrelation; Statistische Analyse; Ungarn
Abstract	This is the start of a road map for the effective introduction of inquiry-based learning in chemistry. Advantages of inquiry-based approaches to the development of scientific literacy are widely discussed in the literature. However, unless chemistry educators take account of teachers' reservations and identified disadvantages such approaches will never have the place they deserve in the everyday teaching of chemistry. If circumstances do not allow for complicated and open-ended inquiry tasks, simpler and more structured inquiry-based tasks may be used. As a first step, teachers could be asked to modify and adapt established "step-by-step" instructions to practical activities which require some stages to be designed by the students. If this happens only a few times in a school year the question arises about its effectiveness to develop experimental design skills and to reinforce knowledge and ideas taught in chemistry lessons. The present study describes the results of an empirical research project aimed to finding the answer. Modification of step-by-step practical activities as described requires limited time and effort, yet the results suggest that many students benefit from this approach. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01