Questioning Behavior of Students in the Inquiry Chemistry Laboratory: Differences between Sectors and Genders in the Israeli Context

Autor/inn/en	Blonder, Ron; Rap, Shelley; Mamlok-Naaman, Rachel; Hofstein, Avi
Titel	Questioning Behavior of Students in the Inquiry Chemistry Laboratory: Differences between Sectors and Genders in the Israeli Context
Quelle	In: International Journal of Science and Mathematics Education, 13 (2015) 4, S.705-732 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-014-9580-7
Schlagwörter	Foreign Countries; Chemistry; Inquiry; Science Instruction; Science Laboratories; Questioning Techniques; Control Groups; Experimental Groups; Jews; Arabs; Cultural Differences; Teacher Qualifications; Science Teachers; Teaching Methods; Israel + Suchen Sie Ihr Suchwort? Ausland; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Befragungstechnik; Fragetechnik; Jew; Jude; Jüdin; Juden; Arab; Araber; Kultureller Unterschied; Lehrqualifikation; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The present research is part of a longitude research study regarding the questioning behavior of students in the inquiry chemistry laboratory in Israel. We found that students who were involved in learning chemistry by the inquiry method ask more and higher-level questions. However, throughout the years, we have observed that differences between the two groups of students, control and the inquiry, have been reduced. The results of our study indicated that the gap between the Jewish and Arab students regarding their questioning ability is minor and inconsistent. If we assume that the source of this difference lies in the culture and different standards for teachers' qualifications in the two sectors, our current results suggested that the differences between chemistry teachers in the two sectors are now diminished. Teachers from both sectors utilized the inquiry program as part of their teaching repertoire, and the students in the two sectors learned the inquiry skill of asking questions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01