Developing procedural knowledge in secondary education students

Abstract

This pilot study examines the development of procedural knowledge in high school students after being subjected to an innovative context-specific inquiry-based Teaching Learning Sequence (TLS) utilizing an open virtual AC electric circuit laboratory environment. Instruction aimed at developing students’ knowledge on experiment design and implementation through explicit teaching of scientific experimentation procedures. After instruction, students appear to have significantly advanced both their procedural and conceptual knowledge with a strong positive correlation between them. Thus, it seems that, when teachers enrich instruction with explicit teaching of the experimentation steps and metacognition-enhancing activities, students may develop their procedural knowledge along with conceptual knowledge.

Διαδικαστική Γνώση Και Δεξιότητες Στη Διερευνητική Διδασκαλία Και Μάθηση

“…και πραγματικά (ΠΕεργ.) εργαστηριακά περιβάλλοντα μάθησης μπορούν να οδηγήσουν στην ανάπτυξη διαδικαστικής γνώσης και δεξιοτήτων (Taramopoulos & Psillos, 2022). Δεν έχει όμως μελετηθεί επαρκώς η ανάπτυξη της διαδικαστικής γνώσης και των δεξιοτήτων στην Πρωτοβάθμια Εκπαίδευση.…”

Exploring Students’ Procedural Knowledge in Determining the Quality of Liquids

“…procedural knowledge can also inform and improve classroom instruction (Serbin et al, 2020;Taramopoulos & Psillos, 2022). (Ilhami et al, 2019).…”