Inquiry-Based Instruction and Teaching About Nature of Science: Are They Happening?

Capps, Daniel K.; Crawford, Barbara A.

doi:10.1007/s10972-012-9314-z

Cited by 256 publications

(215 citation statements)

References 36 publications

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“…Other studies on scientific inquiry were about views and perceptions of either students or teachers towards scientific inquiry (Gaigher, Lederman & Lederman, 2014;Schwartz, Lederman & Lederman, 2008;Senler, 2015). Furthermore, many research studies on inquiry skills appeared to be dominated by a focus on classroom-based science investigations (Capps & Crawford, 2013;NRC, 2012). Chinn and Malhotra (2002) found that 'many scientific inquiry tasks given to students in schools do not reflect the core attributes of authentic scientific reasoning' (p. 176), and suggest that inquiry tasks should go beyond hands-on activities to also include evaluation of evidence, complex data and simulations.…”

Section: Scientific Reasoning and Scientific Inquirymentioning

confidence: 99%

The Possibilities of Assessing Students’ Scientific Inquiry Skills Abilities Using an Online Instrument: A Small-Scale Study in the Omusati Region, Namibia

Kambeyo¹

2017

EJES

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The objectives of this study were to; explore the possibilities and feasibilities of an online assessment of students' scientific inquiry skills; examine the psychometric properties of the test; ascertain the ability level of the 9 th and 11 th graders scientific inquiry skills. The sample consisted of the ninth and eleventh graders (N=118, 44 boys and 74 girls; age mean=16.42, and (SD) =1.25). In the test of scientific inquiry skills, students were required to use their cognitive skills to answer questions based on different subscales of scientific inquiry processes. The online assessment tool for scientific inquiry skills consisted of 99 items. The Cronbach alpha was .87 α, and two subscales emerged with better reliability of .93 α and .90 α respectively. No significant differences were found between grades and genders concerning performances. The online assessment instrument for students' scientific inquiry skills proved to be feasible and reliable. The findings indicate that online assessment may provide teachers with an easyto-use instrument for monitoring the development of students' scientific inquiry and reasoning skills. However, for this to be realized in Namibian, the government should try to improve the ICT infrastructures in most public schools as per their blueprint.

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Section: Scientific Reasoning and Scientific Inquirymentioning

confidence: 99%

The Possibilities of Assessing Students’ Scientific Inquiry Skills Abilities Using an Online Instrument: A Small-Scale Study in the Omusati Region, Namibia

Kambeyo¹

2017

EJES

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“…No obstante, este es un enfoque que se concibe y desarrolla a través de diversas interpretaciones (Barrow, 2006;Couso, 2014). Numerosos estudios ponen de manifiesto los obstáculos y la complejidad que supone para los profesores (en activo y en formación) poner en práctica este enfoque de enseñanza y aprendizaje (Capps y Crawford, 2013;Gillies y Nichols, 2015;Ireland, Watters, Brownlee y Lupton, 2012;Vázquez-Alonso y Manassero-Mas, 2015;Yoon, Joung y Kim, 2012). Vázquez-Alonso y Manassero-Mas (2015) resumen en diez principios lo que debería guiar una propuesta de enseñanza de ciencias basada en la investigación para la formación inicial y la práctica docente.…”

Section: Marco De Referencia Teóricounclassified

“…Otros resultados resaltan la predominancia del enfoque tradicional de la evaluación del que parte el profesorado (Graham, 2005;Hargreaves, 2005;Pilitsis y Duncan, 2012;Wang et al 2010). Ello podría explicarse por la importante influencia de sus experiencias durante la escolaridad fuertemente caracterizada, en general, por una evaluación tradicional (Capps y Crawford, 2013;Graham, 2005;Maclellan, 2004;Porlán et al, 2011). Esto representa el punto de partida en la formación inicial para explicitar, analizar y poder contrastar estos planteamientos tradicionales, como se ha hecho en el programa formativo desarrollado.…”

Section: Conclusiones E Implicaciones Para La Formación Del Profesoradounclassified

Los cambios en las concepciones sobre evaluación en ciencias de futuros maestros de Primaria

2017

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En este trabajo se describe y analiza el cambio en las concepciones sobre la evaluación en Ciencias de la Naturaleza que experimentan estudiantes del Grado de Maestro de Educación Primaria en la Universidad de Sevilla, que participaron en un curso de formación inicial para aprender a enseñar ciencias en Primaria. Los 347 participantes se organizaron en 92 equipos distribuidos en cinco aulas dirigidas por cinco formadores distintos que compartían el mismo programa formativo. Se analizan las producciones escritas de evaluación elaboradas por estos equipos al inicio y al final del curso. Los resultados revelan que, mayoritariamente, hay un cambio en su conocimiento de la evaluación en las tres categorías estudiadas (sentido, instrumentos y contenido de la evaluación), aunque no se logra un predominio del enfoque formativo de la misma. Describimos los diferentes niveles de progresión sobre la evaluación que pueden servir de referencia en la formación inicial.

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“…As expressed by [15] thinks is a mental activity in order to formulate understanding, synthesize, and draw conclusions. [16] argues that thinking is an activity of the human person which lead to the invention directed to a destination.…”

Section: Critical Thinking Skills a Understanding Critical Thinkingmentioning

confidence: 99%

Implemetation of Model Savi (Somatic, Audiotory, Visualization, Intellectual) to Increase Critical Thinking Ability in Class Iv of Social Science Learning on Social Issues in the Local Environment

Iskandar

Hamdani

Suhartini³

2016

j. education. teach. learning

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Abstract. This research is motivated by the lack of critical thinking skills of fourth grade students of SDN Tanjung III, Subang district. On the basis of the need for repairs done either by applying the model of SAVI (Somatic, Auditory, Visualization, Intellectual). So the purpose of this study was to determine the increase critical thinking skills of students in Social Science before and after applying the model SAVI, the performance of teachers in applying the model SAVI, activities and students' response to the model SAVI. The method used in this research is the CAR (Classroom Action Research). Subject of research that fourth grade students of SDN Tanjung III by the number of students as many as 23 people. The instrument used was LKS (Student Worksheet), observation sheet of students and teachers as well as student questionnaire responses. From these results, it can be concluded that by applying the model in study SAVI social science with social problems in the local environment can enhance students' critical thinking skills. The result can be seen from the percentage of the overall level of mastery learning increased from 52.2% in the first cycle, 78.3% in the second cycle and 100% in the third cycle. The average grade class of students increased from 44.3 prasiklus of data with less criteria, up to the third cycle, which reached 91.3 with the criteria very well. With the improvement of students' critical thinking skills that are calculated based on the n-gain of 0.53 with the criteria of being in the first cycle, and 0.65 with the criteria of being on the second cycle, and 0.81 with the high criteria of the third cycle. The results of observations also showed that the ability of teachers and students' activity in applying the model of SAVI increased. Based on questionnaire responses, 100% of students showed interest in learning social science model with SAVI. Therefore, it is suggested that teachers use models SAVI to enhance the critical thinking skills of students so that students used to learn to analyze problems well.

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Inquiry-Based Instruction and Teaching About Nature of Science: Are They Happening?

Cited by 256 publications

References 36 publications

The Possibilities of Assessing Students’ Scientific Inquiry Skills Abilities Using an Online Instrument: A Small-Scale Study in the Omusati Region, Namibia

The Possibilities of Assessing Students’ Scientific Inquiry Skills Abilities Using an Online Instrument: A Small-Scale Study in the Omusati Region, Namibia

Los cambios en las concepciones sobre evaluación en ciencias de futuros maestros de Primaria

Implemetation of Model Savi (Somatic, Audiotory, Visualization, Intellectual) to Increase Critical Thinking Ability in Class Iv of Social Science Learning on Social Issues in the Local Environment

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