Literaturnachweis - Detailanzeige
Autor/inn/en | Ottenhof, Koen; Westbroek, Hanna; van Muijlwijk-Koezen, Jacqueline; Meeter, Martijn; Janssen, Fred |
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Titel | Enhancing Ecological Hierarchical Problem-Solving with Domain-Specific Question Agendas |
Quelle | In: International Journal of Science Education, 44 (2022) 17, S.2565-2588 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Ottenhof, Koen) ORCID (Westbroek, Hanna) ORCID (van Muijlwijk-Koezen, Jacqueline) ORCID (Meeter, Martijn) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0950-0693 |
DOI | 10.1080/09500693.2022.2138728 |
Schlagwörter | Ecology; Thinking Skills; Problem Solving; Secondary School Science; Science Education; Learning Strategies; Foreign Countries; Student Research; Scientific Research; Questioning Techniques; Netherlands |
Abstract | Promoting problem-solving in students is an important aim of secondary science education. There is a mismatch, however, between the complex, ill-structured nature of realistic scientific problems, versus the well-structured problems students are generally confronted with. The current study investigates a teaching-learning strategy that resolves this mismatch by combining a focus on "hierarchical problem-solving strategies" for complex, authentic problems with the use of domain-specific question agendas that represent "scientific perspectives." Three design principles were applied to develop an exemplary lesson series that was implemented in two Dutch pre-university classes. A pre-/post-test research design was followed in which data was collected in the form of sets of student-generated research questions. Additionally, audio recordings of lessons and student interviews were collected and analysed. Results indicate that participating students became more proficient at applying "hierarchical problem-solving strategies" like (1) reducing complex ecological problems to more manageable subproblems by formulating productive research questions and (2) identifying types of ecological problems by connecting them to domain-specific question agendas (problem-abstraction). A qualitative analysis of the teaching-learning process and student interviews informed potential refinements of the design principles, namely the use of more diverse contexts and a greater focus on collaborative learning. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |