An Action Research on Teaching Science through Technology Supported Inquiry - based Learning: A Pilot Study

Ünlü, Zeynep Koyunlu; Dökme, İlbilge; Tüfekci, Aysel

doi:10.1016/j.sbspro.2015.04.183

Cited by 6 publications

(8 citation statements)

References 17 publications

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“…A atenção e observação dos fenômenos que nos cercam também pode ser a primeira etapa do IBSE, como Zoellner, Chant e Wood (2014) relatam uma atividade investigativa. Contudo, o problema ou a formulação de questões é uma das primeiras etapas apontadas pela maior parte do corpus de análise (AKKUS; GUNEL; HAND, 2007; SIKES; SCHWARTZ-BLOOM;IOANNIDOU et al, 2010;FURTADO, 2010;THADANI et al, 2010;LEONARD et al, 2011;MAGEE;FLESSNER, 2012;KING, 2012;SOPRANO;YANG, 2013;SANTAU;RITTER, 2013;SULLIVAN-WATTS et al, 2013;SAVEC;DEVETAK, 2013;GAO, 2014;UNLU;DOKME;TUFEKCI, 2015;KRÄMER;NESSLER;SCHLÜTER, 2015;RODRÍGUEZ-ARTECHE;MARTÍNEZ-AZNAR, 2016).…”

Section: Etapas Investigativas Do Ibse Em Contexto Internacionalunclassified

“…A terceira etapa do IBSE pode ser sintetizada pela implementação do plano de ação o qual resulta no recolhimento sistemático de dados (SULLIVAN-WATTS et al, 2013;UNLU;DOKME;TUFEKCI, 2015;NEHRING et al, 2015). O professor ajuda os estudantes a dar prioridade às evidências (AKKUS; GUNEL; HAND, 2007;LEONARD et al, 2011;MURPHY;MANCINI-SAMUELSON, 2012;SOPRANO;YANG, 2013;BHATTACHARYYA et al, 2013;RAMNARAIN, 2015), fazer observações e construir hipóteses (AKKUS; GUNEL; HAND, 2007;VARIANO;TAYLOR, 2006;THADANI et al, 2010;MAMLOK-NAAMAN;BARNEA, 2012;KING, 2012;RODRÍGUEZ-ARTECHE;MARTÍNEZ-AZNAR, 2016).…”

Section: Etapas Investigativas Do Ibse Em Contexto Internacionalunclassified

“…A quinta etapa do IBSE pode ser contemplada pelos resultados e pelas conclusões obtidas por meio da investigação (KOROLIJA et al, 2009;UNLU;DOKME;TUFEKCI, 2015;HODOSYOVÁ et al, 2015;MUMBA et al, 2015). De acordo com alguns pesquisadores que adotam ciclos de aprendizagens, é essencial que uma prática investigativa centrada no estudante compreenda a "elaboração" (ROEHRIG; KRUSE; KERN, 2007;DURAN et al, 2009;SIKES;SCHWARTZ-BLOOM, 2009;SANTAU;RITTER, 2013).…”

Section: Etapas Investigativas Do Ibse Em Contexto Internacionalunclassified

“…Em contexto brasileiro a segunda etapa das práticas investigativas pode ser considerada a construção de argumentos (MORAES; GALIAZZI; RAMOS, 2012) e/ou a sistematização do conhecimento (CARVALHO, 2013;. Já em contexto internacional mediante o IBSE a segunda etapa é um momento de discussão, planejamento e de atividade prática/experimental (MALINA; PLUNK; LINDELL, 2006;AKKUS;GUNEL;HAND, 2007;KOROLIJA et al, 2009;SIKES;SCHWARTZ-BLOOM, 2009;LOANNIDOU et al, 2010;MAGEE;FLESSNER, 2012;MAMLOK-NAAMAN;BARNEA, 2012;SULLIVAN-WATTS et al, 2013;NEHRING et al, 2015;UNLU;DOKME;TUFEKCI, 2015;RATINEN et al, 2015;KRÄMER;NESSLER;SCHLÜTER, 2015). Outros pesquisadores, indicam que os estudantes devem analisar e explorar dados e modelos (ROEHRIG; KRUSE; KERN, 2007), observando e descrevendo os fenômenos naturais (GAO, 2014).…”

Section: Proximidades E Distanciamentos Das Práticas Investigativas Em Contexto Brasileiro E Internacional: Tessituras Inclonclusivasunclassified

“…Assim, a terceira e a quarta etapa correspondente ao IBSE se polarizam com a segunda etapa das práticas investigativas de contexto brasileiro. Isso pode ser evidenciado pelas ações de implementação de um plano de trabalho, recolha de evidências, realizar observações, construir e elaborar hipóteses, coleta e registro de dados, informações e resultados (VARIANO;TAYLOR, 2006;AKKUS;GUNEL;HAND, 2007;THADANI et al, 2010;LEONARD et al, 2011;KING, 2012;MAMLOK-NAAMAN;BARNEA, 2012;MURPHY;MANCINI-SAMUELSON, 2012;BHATTACHARYYA et al, 2013;SAVEC;DEVETAK, 2013;SOPRANO;YANG, 2013;SULLIVAN-WATTS et al, 2013;NEHRING et al, 2015;KRÄMER;NESSLER;SCHLÜTER, 2015;RATINEN et al, 2015;RAMNARAIN, 2015;UNLU;DOKME;TUFEKCI, 2015;DEJONCKHEERE et al, 2016;RODRÍGUEZ-ARTECHE;MARTÍNEZ-AZNAR, 2016). Em posse desse material de pesquisa é que os estudantes irão analisar, interpretar, estabelecer conexões e reflõxões em torno do caminho percorrido e dos resultados encontrados conectando com o conhecimento científico existente (VARIANO;TAYLOR, 2006;FURTADO, 2010;THADANI et al, 2010;FURTAK et al, 2012;MAMLOK-NAAMAN;BARNEA, 2012;BHATTACHARYYA et al, 2013;…”

Section: Proximidades E Distanciamentos Das Práticas Investigativas Em Contexto Brasileiro E Internacional: Tessituras Inclonclusivasunclassified

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Etapas Das Práticas Investigativas: As Proximidades E Os Distanciamentos De Contextos Distintos

Pauletti¹

2020

Br. J. Ed., Tech. Soc.

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Knowing the steps of different investigative practices can be a means to disseminate and encourage the use of research in school. The objective of this article is to discuss the stages of investigative practices used in the Brazilian and international context in the decade of 2006 to 2016. For this study, two systematic reviews of the literature were carried out: one in the Brazilian context and another in the international context. The closest accents are that research is usually initiated by a problem/question/questioning. The distancing is relative to who should propose this problem/question/questioning: the teacher and/or the students. Another proximity refers to communication, dissemination and/or sharing of results on the part of students, it is essential the learning and critical positioning of these subjects. Another very evident distance is that there seem to be more stages in the Inquiry-Based Science Education (IBSE) in an international context than in the Brazilian context, since before the construction of arguments and systematization of knowledge students are involved in a stage of preparation, engagement and organization in order to think collectively " how "to respond to the initial questioning.

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Section: Etapas Investigativas Do Ibse Em Contexto Internacionalunclassified

Section: Proximidades E Distanciamentos Das Práticas Investigativas Em Contexto Brasileiro E Internacional: Tessituras Inclonclusivasunclassified

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Etapas Das Práticas Investigativas: As Proximidades E Os Distanciamentos De Contextos Distintos

Pauletti¹

2020

Br. J. Ed., Tech. Soc.

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Students’ preconceptions of the context of magnetic media lubricants and the related chemical contents

Nurhadi

HERNANI

Musthapa

2020

J. Phys.: Conf. Ser.

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This study aims to analyze students’ preconceptions regarding the context of magnetic media lubricants and chemical content related to the context, as the basis for didactic design development that can teach technological aspects in high school chemistry learning. Descriptive research methods are used in explaining the results of the research obtained. This study involved 40 students from one of the high schools in the city of Bandung. The preconception test questions are based on a magnetic media lubrication enrichment book that was previously developed by researchers, which contains the context of magnetic media lubricants with chemistry contents are transition metals, chemical bonds, and intermolecular forces. Student answers are analyzed using a frequency distribution to categorize the criteria of conceptual understanding of each question and the answers are analyzed for errors to show learning obstacles that might arise in learning. In general, the results show that students still have a limited understanding. Therefore, it is necessary for educators to develop a didactic design based on the findings of student learning obstacles so as to be able to integrate technology in science learning comprehensively and optimally.

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Co-Creating Virtual Reality as Open Educational Resources: An Inquiry-Based Thinking Approach

Frydenberg,

Andone

2023

2023 IEEE International Conference on Advanced Learning Technologies (ICALT)

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An Action Research on Teaching Science through Technology Supported Inquiry - based Learning: A Pilot Study

Cited by 6 publications

References 17 publications

Etapas Das Práticas Investigativas: As Proximidades E Os Distanciamentos De Contextos Distintos

Etapas Das Práticas Investigativas: As Proximidades E Os Distanciamentos De Contextos Distintos

Students’ preconceptions of the context of magnetic media lubricants and the related chemical contents

Co-Creating Virtual Reality as Open Educational Resources: An Inquiry-Based Thinking Approach

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