Comparing an Inquiry‐based Approach known as the Science Writing Heuristic to Traditional Science Teaching Practices: Are there differences?

The Effect of Science Writing Heuristic Laboratory Class on the Creative Thinking and Critical Thinking of Middle School Students

“…학생들은 글쓰기 수업을 통하여 과학 수업의 전통적인 강의식 접근 방식으로부터 벗어나 과학적 증거를 바탕으로 한 지식을 구성하는 과정에 서 개념을 획득할 수 있다 (Kelly et al, 2002). 탐구적 과학 글쓰기 활동이 학생들의 개념학습, 사 고력, 과학적 소양의 함양, 학생들의 성취 수준의 격 차를 줄이는데 긍정적인 영향을 준다고 보고하였고 (Akkus et al, 2007;Keys et al, 1999;Hand et al, 2006;Prain, 2006), 국내에서도 탐구적 과학 글 쓰기 수업이 학생들의 과학개념 이해, 과학 탐구능력 및 과학적 태도 향상, 비판적 사고력 신장에 도움이 된다고 연구된 바 있다 (김미정, 2011; 남정희 등, 2008; 이은경, 강성주, 2006 (Hodson, 1990;Lunetta, 1998). 이러한 원인은 소집단의 일부 구성원이 주도 적으로 실험 활동을 함으로써 나머지 학생들은 방관 자적 입장에 놓이게 되며 (Basili & Sanford, 1991;Chang & Lederman, 1994), 또한 과학실험을 할 때 능력이 서로 다른 모둠에서 상위 수준의 학생은 논의 할 동료를 찾지 못하고, 하위 수준의 학생은 상위 수 준의 학생의 설명을 이해하지 못함으로써 모둠의 상 호작용은 점점 약화되고 (성숙경, 최병순, 2007), 동질 적 집단 구성이 성취도 및 태도에서 긍정적인 효과를 가져 온다 (Lawrenz ＆ Munch, 1984) Write down subjects you would like to study as many as possible after reading reference regarding yellow dust.…”

Examination of Learning Equity among Prospective Science Teachers Who are Concrete, Formal and Postformal Reasoners after an Argumentation-Based Inquiry Course

“…More specifically, studies have compared the learning outcomes of low achieving students (LAS) and high achieving students (HAS) in both inquiry-based and traditional learning environments. The results demonstrate that students who received inquiry instruction outperformed their peers who received traditional instruction over several learning outcomes (Akkus, Gunel, & Hand, 2007;Dogru-Atay & Tekkaya, 2008;Geier et al, 2008;Huppert, Lomask, & Lazarowitz, 2002;Lewis & Lewis, 2008;Liao & She, 2009). Furthermore, inquiry teaching was found to be beneficial for historically disadvantaged students (Akkus et al, 2007;Geier et al, 2008;Wilson, Taylor, Kowalski, & Carlson, 2010).…”

“…The results demonstrate that students who received inquiry instruction outperformed their peers who received traditional instruction over several learning outcomes (Akkus, Gunel, & Hand, 2007;Dogru-Atay & Tekkaya, 2008;Geier et al, 2008;Huppert, Lomask, & Lazarowitz, 2002;Lewis & Lewis, 2008;Liao & She, 2009). Furthermore, inquiry teaching was found to be beneficial for historically disadvantaged students (Akkus et al, 2007;Geier et al, 2008;Wilson, Taylor, Kowalski, & Carlson, 2010). However, it is essential to examine the learning outcomes of different student groups within a classroom setting to ensure that any reform-based instruction creates equal learning opportunities for these students, which is a research recommendation that is part of "science for all" (NRC, 2012).…”

Adolescent School-Based Sexual Health Education and Training: A Literature Review on Teaching and Learning Strategies

“…Akkus, Gunel, & Hand (2007, p. 1749 contends that the traditional approach holds teachers to be the only knowledge transmitters, whereas students are just receivers of the knowledge imparted by their instructors. As highlighted by Akkus et al such means of perceiving the process of knowledge transmission disempowers students and authorizes only teachers to influence the nature of classroom interaction, including the initiation of questions and the exchange of thoughts among students.…”