Effect of Culture on High-School Students' Question-Asking Ability Resulting from an Inquiry-Oriented Chemistry Laboratory

Autor/inn/en	Dkeidek, Iyad; Mamlok-Naaman, Rachel; Hofstein, Avi
Titel	Effect of Culture on High-School Students' Question-Asking Ability Resulting from an Inquiry-Oriented Chemistry Laboratory
Quelle	In: International Journal of Science and Mathematics Education, 9 (2011) 6, S.1305-1331 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-010-9261-0
Schlagwörter	Jews; Social Structure; Chemistry; Science Laboratories; Evaluative Thinking; High School Students; Critical Thinking; Decision Making; Problem Solving; Science Education; Teacher Student Relationship; Science Curriculum; Arabs; Questionnaires; Models + Suchen Sie Ihr Suchwort? Jew; Jude; Jüdin; Juden; Sozialstruktur; Chemie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kritisches Denken; Decision-making; Entscheidungsfindung; Problemlösen; Naturwissenschaftliche Bildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Arab; Araber; Fragebogen; Analogiemodell
Abstract	In order to cope with complex issues in the science-technology-environment-society context, one must develop students' high-order learning skills, such as question-asking ability (QAA), critical thinking, evaluative thinking, decision-making, and problem-solving capabilities within science education. In this study, we are concerned with evaluating the effect of student-teacher interaction--which is regulated by culture and traditions--on the QAA in science classroom in general and, specifically in our case, in chemistry laboratory classroom. We take Arab and Jewish sectors that are according to the literature different in their culture and tradition, as a model for our investigation. Specially developed and validated tools, including a novel practical test and an adapted article followed by a questionnaire for evaluating QAA, were administered to the research student population, and the responses were analyzed quantitatively. Observations were conducted in order to better understand the quantitative results that we got. Our findings indicate that there was a difference in the QAA between the 2 sectors. According to our findings, we assume that cultures, tradition, norms, social structure, modes of living, and related factors play a significant role as far as the development of students' QAA and apparently any intended attempt targeting the QAA paradigm shift must take into consideration the multicultural context within which it is to be implemented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10