Differential Use of Elementary Science Kits

Jones, M. Gail; Robertson, Laura; Gardner, Grant E.; Dotger, Sharon; Blanchard, Margaret R.

doi:10.1080/09500693.2011.602755

Cited by 14 publications

(10 citation statements)

References 26 publications

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“…The learners worked on eleven tasks in self‐selected dyads. Each task comprised a specific set of objects (such as magnets, iron or wooden bars, wires, nails, a compass, and pincers, similar to a science kit, see Jones, Robertson, Gardner, Dotger & Blanchard, , pp. 2373 f.) that could be used to conduct specific experiments.…”

Section: Methodsmentioning

confidence: 99%

Presenting theoretical ideas prior to inquiry activities fosters theory‐level knowledge

Wecker

Rachel²,

Heran-Dörr

et al. 2013

J Res Sci Teach

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In the course of inquiry activities similar to those of real scientists, learners are supposed to develop knowledge both on the level of observable phenomena and on the level of explanatory theories. However, some theories involve theoretical entities (e.g., "Weiss domains") that cannot be observed directly and therefore may be hard to discover. Presenting theoretical ideas before or after inquiry activities might help to overcome these difficulties. However, whereas prior presentation of theoretical ideas enables learners to apply these ideas during inquiry activities and may therefore have a sustainable effect on knowledge on the theory level, subsequent presentation of theoretical ideas does not allow for applying these ideas during inquiry activities and may therefore fail to yield a lasting effect on knowledge on the theory level. In contrast, specific scaffolds designed to guide learners during their inquiry activities to foster knowledge on the level of phenomena may be ineffective with respect to knowledge on the theory level. A 2 Â 2 Â 2-factorial experiment with the factors specificity of scaffolds (unspecific/specific), prior presentation of theoretical ideas (no/yes), and subsequent presentation of theoretical ideas (no/yes) was conducted in an inquiry unit about magnetism. The sample analyzed comprised 538 pupils from 23 seventh-grade classes. In an immediate and a delayed posttest 2 months later, both knowledge on the level of phenomena and knowledge on the theory level were measured. Prior presentation of theoretical ideas had an immediate as well as a longer-term effect on knowledge on the theory level, whereas subsequent presentation of theoretical ideas only had a short-term effect. Specific scaffolds had no effect on any of the outcome variables. These findings suggest that learners may in fact derive predictions and explanations of the outcomes of their experiments if theoretical ideas are presented beforehand, and thereby develop deeper theoretical understanding. # 2013

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Section: Methodsmentioning

confidence: 99%

Presenting theoretical ideas prior to inquiry activities fosters theory‐level knowledge

Wecker

Rachel²,

Heran-Dörr

et al. 2013

J Res Sci Teach

View full text Add to dashboard Cite

show abstract

“…In line with the problems of education in primary schools described above, it is necessary to have an innovative learning model that is easily implemented by schools in Indonesia and can develop students' conceptual understanding. According to Jones et al (2012) and Dickerson et al (2014), students' conceptual understanding can be built by an authentic investigation. It can strengthen students' understanding of natural phenomena (Dickerson et al, 2014;Hong et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

The implementation of RADEC learning model in thematic learning to increase the concept understanding of electrical phenomenon

Rohmawatiningsih¹,

Rachman

Kodama

2021

Momentum: Physics Education Journal

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This research is motivated by the large number of elementary school classrooms that do not offer quality science experiences to students so that it has an impact on students' low understanding of the science concept. The RADEC (Read-Answer-Discuss-Explain And Create) learning model seems suitable for increasing students' understanding of science concepts. This learning model has scientific stages that encourage the cons-truction of students' knowledge. This study aims to analyze the increased understanding of the concept of electrical phenomena through the application of the RADEC learning model. The study involved twenty-eight grade 5 students in the 2019-2020 academic year. Quasi-experimental method with one-group pretest-postest design was used in this study. To find out the understanding of students' concepts about electrical phenomena, tests were carried out before and after the implementation. This study uses descriptive analysis to analyze data collected before and after implementation. From the results of the analysis, it is known that students' understanding of the concept of electrical phenomena after the implementation of the RADEC learning model is higher than before. Thus, it can be concluded that the application of the RADEC learning model can improve students' conceptual understanding of electrical phenomena.

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“…FOSS kits are widely recognized and used. Kit-based science curricula produce the same or slightly better student outcomes compared to textbook-based science (e.g.,Jones, Robertson, Gardner, Dotger, & Blanchard, 2012;Young and Lee, 2005).…”

mentioning

confidence: 99%

Repairing Elementary School Science

Gunckel¹

2018

Theory Into Practice

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The heterogendered cultural discourse that privileges heterosexuality and normalizes sexual and gender binaries damages the science knowledge and opportunities to engage in science learning that children experience in elementary school science. This article analyzes a typical science lesson on crayfish to show how the heterogendered obsession with dichotomies and categorization hides the diversity of sexual morphologies and reproductive processes of the natural world. Furthermore, while sexuality, defined here as an innate desire to satisfy curiosity and use bodily experiences to build knowledge, is a foundation of science, typical elementary school science lessons repress children's curiosity and constrain their embodied understandings. Repairing elementary school science by providing a more expansive view of the diversity of life, inspiring and following children's curiosity, and providing opportunities for children to build embodied knowledge can create a more gender and sex-inclusive curriculum and encourage all children to flourish as learners of science.

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Differential Use of Elementary Science Kits

Cited by 14 publications

References 26 publications

Presenting theoretical ideas prior to inquiry activities fosters theory‐level knowledge

Presenting theoretical ideas prior to inquiry activities fosters theory‐level knowledge

The implementation of RADEC learning model in thematic learning to increase the concept understanding of electrical phenomenon

Repairing Elementary School Science

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