Learning Experimentation through Science Fairs

Autor/inn/en	Paul, Jürgen; Lederman, Norman G.; Groß, Jorge
Titel	Learning Experimentation through Science Fairs
Quelle	In: International Journal of Science Education, 38 (2016) 15, S.2367-2387 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1243272
Schlagwörter	Science Education; Science Experiments; Science Fairs; Foreign Countries; Science Process Skills; Competition; Interviews; Content Analysis; Youth; Learning Processes; Age Groups; Scientific Methodology; Science Projects; Student Projects; Age Differences; Student Attitudes; Scientific Attitudes; Inquiry; Active Learning; Outcomes of Education; Elementary Secondary Education; Germany + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Ausland; Wettkampf; Interviewing; Interviewtechnik; Inhaltsanalyse; Jugend; Jugendlicher; Jugendalter; Learning process; Lernprozess; Age grop; Altersgruppe; Science; Project; Wissenschaft; Projekt; Schulprojekt; Age; Difference; Age difference; Altersunterschied; Schülerverhalten; Aktives Lernen; Lernleistung; Schulerfolg; Deutschland
Abstract	Experiments are essential for both doing science and learning science. The aim of the German youth science fair, "Jugend forscht," is to encourage scientific thinking and inquiry methods such as experimentation. Based on 57 interviews with participants of the competition, this study summarises students' conceptions and steps of learning about experimentation, taking into account age disparities. Five distinct subdomains of learning were identified in which learning processes may occur. These subdomains are procedure, purpose, material, control, and time. The three separate age groups used slightly different concepts but all the participants took the same or very similar steps of learning independent of their age. Two main reasons for conceptual developments could be detected: Firstly, the participating students had the opportunity to work using methodology similar to the commonly accepted scientific path of knowledge. Secondly, due to communication processes during the competition, a purposive reflection of their own project was promoted. With respect to different educational levels, experimentation proves to be a complex scientific framework that will be learnt step by step throughout students' education. We therefore argue for a stronger anchoring of research experiments embedded in open or authentic inquiry to be included in science lessons at school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01