Process-oriented inquiry—A constructivist approach to early childhood science education: Teaching teachers to do science

Martin, David; Jean-Sigur, Raynice; Schmidt, Emily

doi:10.1007/bf03174678

Cited by 39 publications

(35 citation statements)

References 2 publications

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“…Together, these concepts give a different view of research in early childhood science education to previous reviews, such as that offered by Eshach ( 2006 ), Martin, Jean-Sigur, and Schmidt ( 2005 ), Metz ( 2006 ) or that which dominates much of content edited by Saracho and Spodek ( 2008 ). To make our case, we specifi cally worked with a system of concepts: the social situation of development, the relations between the ideal and the real, imagination and creativity, and perezhivanie.…”

Section: Introductionmentioning

confidence: 94%

“…During this time, we have also seen more studies directed to the study of how very young children experience science education, including investigating their thinking in science as a result of participating in different kinds of programs, such as Interactive teaching (e.g., Kirkwood, Bearlin, & Hardy, 1989 ), developmentally appropriate science and constructivist approaches (e.g., Martin, Jean-Sigur, & Schmidt, 2005 ), a process approach (Kirch, 2007 ), and cultural constructions of science and children's interests as basis for science instruction (e.g., Siry & Kremer, 2011 ;Siry & Lang, 2010 ). It is no longer the main area of interest to researchers.…”

Section: Children's Sciencementioning

confidence: 99%

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A Cultural-Historical Study of Children Learning Science

Fleer

Pramling

2015

Cultural Studies of Science Education

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The series is unique in focusing on the publication of scholarly works that employ social and cultural perspectives as foundations for research and other scholarly activities in the three fi elds implied in its title: science education, education, and social studies of science.The aim of the series is to establish bridges to related fi elds, such as those concerned with the social studies of science, public understanding of science, science/technology and human values, or science and literacy. Cultural Studies of Science Education, the book series explicitly aims at establishing such bridges and at building new communities at the interface of currently distinct discourses. In this way, the current almost exclusive focus on science education on school learning would be expanded becoming instead a focus on science education as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon.The book series is conceived as a parallel to the journal Cultural Studies of Science Education, opening up avenues for publishing works that do not fi t into the limited amount of space and topics that can be covered within the same text.More information about this series at

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Section: Introductionmentioning

confidence: 94%

Section: Children's Sciencementioning

confidence: 99%

A Cultural-Historical Study of Children Learning Science

Fleer

Pramling

2015

Cultural Studies of Science Education

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“…5E model učenja njeguje aktivne istraživačke vještine i aktivnosti neophodne za učenje i razumijevanje, pa on tako ispunjava očekivanja učenika. U toj metodi učenje se odvija u pet faza: angažiranje, istraživanje, objašnjavanje, razrada i evaluacija (Martin, 2006). Daljnje analize literature pokazale su da 5E model učenja ima pozitivan utjecaj i na nastavu Fizike (Bıyıklı i Yağcı, 2015;Budprom, Suksringham, i Singsriwo, 2010;Kapartzianis i Kriek, 2014;Lye i sur., 2014).…”

Section: Uvodunclassified

“…The 5E learning model nurtures active research skills and activities, which are required for learning and comprehension; hence, it fulfills the students' expectations. In this method, learning takes place in five stages: engage, explore, explain, elaborate and evaluate (Martin, 2006). Further studies of the literature have indicated that the 5E learning model has a positive impact on physics education (Bıyıklı & Yağcı, 2015;Budprom, Suksringham, & Singsriwo, 2010;Kapartzianis & Kriek, 2014;Lye et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

The Flipped Classroom Approach Based on the 5E Learning Cycle Model - 5ELFA/Nastavni pristup obrnute učionice uutemeljen na 5E modelu ciklusa učenja

Aşıksoy

Özdamlı

2017

Croatian Journal of Education

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The aim of this research is to determine the effect of the Flipped Classroom Approach Based on the 5E Learning Cycle Model called 5ELFA on student achievement in a physics course. It also aims to determine the students' opinions regarding this approach. This study, conducted using a mixed methods approach, involved 94 engineering students enrolled in the Physics 101 course. In the research, in which the pretest-posttest control group design was used, students were randomly assigned to experimental and control groups. While the students in the experimental group took the physics course in the Flipped Classroom Approach Based on the 5E Learning Cycle Model for 10 weeks, only the 5E learning model was used in the control group. The quantitative data were collected from a physics achievement test and the qualitative data were collected from semi-structured interviews. The results indicated that the physics achievement post-test scores of the experimental group were significantly higher than those of the control group. Interviews with experimental group volunteers revealed that the majority of students held a positive opinion of the flipped classroom approach and they believed that it had a positive impact on the physics course.

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“…An application of inquiry-based learning becomes one of an expected method to develop various abilities and skills. The use of inquiry-based learning can help pre and inservice teachers to implement constructivism in their own teaching activity [7]. However, there are many kinds of inquiry levels including structure inquiry, guided inquiry and open inquiry based on how much information provided.…”

Section: Introductionmentioning

confidence: 99%

Open Inquiry with Learning Journal Promoting Metacognitive Skills and Retention of Students with Low Academic Achievements

Rahmat¹,

Chanunan²,

Bahri³

2019

Proceedings of the 1st International Conference on Advanced Multidisciplinary Research (ICAMR 2018)

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The expected skill to face the 21st century is the level of thinking that involves high order thinking concept known as metacognition, which is also believed as a notable predictor on retention. The purpose of this study is to investigate the effect of open inquiry model combined with a learning journal on metacognitive skills and retention of students with low and high learning achievement levels. This study was quasi-experimental research, using the equivalent post-test only with control group design. The subjects of the experiment comprised 60 eleventh grade students. The samples were randomly assigned in a 2 x 2 factorial design. Two learning models were compared: open inquiry and conventional models, and two learning achievement: high and low. The metacognitive skills and retention of students were measured by an essay test integrated with achievement test. The result of a 2-way ANOVA test confirmed that open inquiry with learning journal has a significant effect on metacognitive skills and retention of students with different learning achievement levels. Open inquiry with learning journal appears to be an effective strategy among students with high and low learning achievement levels.

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Process-oriented inquiry—A constructivist approach to early childhood science education: Teaching teachers to do science

Cited by 39 publications

References 2 publications

A Cultural-Historical Study of Children Learning Science

A Cultural-Historical Study of Children Learning Science

The Flipped Classroom Approach Based on the 5E Learning Cycle Model - 5ELFA/Nastavni pristup obrnute učionice uutemeljen na 5E modelu ciklusa učenja

Open Inquiry with Learning Journal Promoting Metacognitive Skills and Retention of Students with Low Academic Achievements

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