Generating Students' Information Seeking Questions in the Scholar Lab: What Benefits Can We Expect from Inquiry Teaching Approaches?

Autor/inn/en	Torres, Tarcilo; Milicic, Beatriz; Soto, Carlos; Sanjose, Vicente
Titel	Generating Students' Information Seeking Questions in the Scholar Lab: What Benefits Can We Expect from Inquiry Teaching Approaches?
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 9 (2013) 3, S.259-272 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
DOI	10.12973/eurasia.2013.934a
Schlagwörter	Physics; Science Instruction; Inquiry; Questioning Techniques; Secondary School Students; Undergraduate Students; Science Equipment; Teaching Methods; Demonstrations (Educational); Laboratory Experiments; Visual Aids; Content Area Reading; Inferences; Prior Learning; Secondary School Science; College Science; Problem Solving + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Befragungstechnik; Fragetechnik; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Laboratory work; Laborarbeit; Anschauungsmaterial; Sinnerfassendes Lesen; Inference; Inferenz; Vorkenntnisse; Problemlösen
Abstract	Physics teachers use experimental devices to show students how scientific concepts, principles, and laws are applied to understand the real world. This paper studies question generation of secondary and under-graduate university students when they are confronted with experimental devices in different but usual teaching situations: reading about devices while studying still images or diagrams, watching an experimental demonstration, and handling the devices in the laboratory. The influence of the prior scientific knowledge on the questions asked is also analysed. Inquiry learning environments, involving lab projects, seemed to stimulate more inferences addressed to causality when students tried to build mental models, whereas reading about devices with the help of still images stimulate more descriptive inferences and inhibited predictive ones. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10