Aspects of Teaching and Learning Science: What Students' Diaries Reveal about Inquiry and Traditional Modes

Autor/inn/en	Kawalkar, Aisha; Vijapurkar, Jyotsna
Titel	Aspects of Teaching and Learning Science: What Students' Diaries Reveal about Inquiry and Traditional Modes
Quelle	In: International Journal of Science Education, 37 (2015) 13, S.2113-2146 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1067933
Schlagwörter	Science Instruction; Teaching Methods; Reflection; Student Attitudes; Diaries; Writing (Composition); Grade 8; Qualitative Research; Learning Experience; Notetaking; Epistemology; Affective Behavior; Inquiry; Learning Processes; Middle School Students; Foreign Countries; Comparative Analysis; India + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Diary; Tagebuch; Schreibübung; School year 08; 8. Schuljahr; Schuljahr 08; Qualitative Forschung; Lernerfahrung; Erkenntnistheorie; Affective disturbance; Active behaviour; Affektive Störung; Learning process; Lernprozess; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; Indien
Abstract	We present an analysis of students' reflective writing (diaries) of two cohorts of Grade 8 students, one undergoing inquiry and the other traditional science teaching. Students' writing included a summary of what students had learned in class on that day and their opinions and feelings about the class. The entries were analysed qualitatively and quantitatively. This analysis of students' first-person accounts of their learning experience and their notes taken during class was useful in two ways. First, it brought out a spectrum of differences in outcomes of these two teaching modes--conceptual, affective and epistemic. Second, this analysis brought out the significance and meaning of the learning experience for students in their own words, thus adding another dimension to researchers' characterisation of the two teaching methods. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01