Relationships among informal learning environments, teaching procedures and scientific reasoning ability

Gerber, Brian L.; Cavallo, Anne M. L.; Marek, Edmund A.

doi:10.1080/095006901750162892

Cited by 81 publications

(66 citation statements)

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“…While few existing studies have investigated the relationship among conceptual learning, confidence in learning and inquiry process skills in a simulation-based inquiry learning environment, Schwarz et al (2005) found that students' outcomes came from both the understanding of science content and inquiry process skills. And the integration of simulations and inquiry learning showed the effectiveness on conceptual changes (Buckley, 2006;Gerber et al, 2001;Jacobson, 2004;Von Secker, 2002;Von Secker et al, 1999). Although the pilot study did not provide relevant evidence to support relevant previous studies, it at least found that there was a relationship among conceptual understanding, confidence in learning and inquiry process skills within the inquiry-based learning with interactive simulation environment.…”

Section: Research Question 1contrasting

confidence: 40%

“…Von Secker (2002) found a significant positive effect on students' conceptual understanding when students who had inquiry-based instruction were measured by achievement tests in science. And Gerber et al (2001) found that inquiry-based instruction also effectively improved students' reasoning ability. The use of inquirybased instruction is striking in that the grade 9s gained more than the grade 10s on the same NCLB science test, because the grade 9s engaged in inquiry-based activities, while the grade 10 students did not participate in the activities (K. Kelly et al, 2006;Rickles et al, 2005).…”

Section: The Effectiveness Of Inquiry-based Learningmentioning

confidence: 99%

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Effectiveness of an inquiry-based learning using interactive simulations for enhancing students’ conceptual understanding in physics

Fan¹

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Two mixed-methods studies (a pilot study and a main study) were carried out to investigate the effectiveness of a novel inquiry-based learning method (named the Inquiry-based learning with Interactive Simulation -ILIS approach). The studies focused on 10 th grade students' conceptual understandings about force and motion in physics. In each of the studies, an explanatory mixed methods design was adapted to combine a quantitative phase with a qualitative phase. The initial quantitative phase employed a quasi-experimental method. Participants were randomly assigned to the ILIS approach (experimental group) and conventional instruction (control group) as learning methods. All participants were asked to respond to a test (modified Force Concept Inventory) and surveys (confidence in learning and inquiry process skills of hypothesising, operation, communication, and evaluation). The quantitative phase addresses the first research question: What is the effectiveness of the ILIS approach and conventional instruction respectively on student conceptual learning? The subsequent qualitative phase of each study involving interviewing participants to explore the way in which the students and teachers understood the conceptual learning in relation to potential performance achieved with the ILIS approach. The results showed significant gains in conceptual understanding about forces and motion and inquiry process skills by the experimental groups in comparison to the control groups. The students' inquiry process skills showed the same trend as conceptual learning. Confidence in learning also correlated with students' conceptual understanding. In contrast, the results showed that the conventional instruction has the same positive effect on improving students' confidence in learning as the ILIS approach. Qualitative findings induced that students in the experimental group reported individual perceptions and viewpoints. The qualitative phase involved interviews with three teachers and six students. It revealed that the ILIS approach offers meaningful benefits for students' conceptual understanding, which complements the findings from the quantitative phase. The findings suggested that the ILIS approach may have implications as a practical and effective teaching and learning method in enhancing students to develop their conceptual understanding in physics.ii Declaration by authorThis thesis is composed of my original work, and contains no material previously published or written by another person except where due reference has been made in the text. I have clearly stated the contribution by others to jointly-authored works that I have included in my thesis.I have clearly stated the contribution of others to my thesis as a whole, including statistical assistance, survey design, data analysis, significant technical procedures, professional editorial advice, and any other original research work used or reported in my thesis. The content of my thesis is the result of work I have carried out since the commencement of my research ...

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Section: Research Question 1contrasting

confidence: 40%

Section: The Effectiveness Of Inquiry-based Learningmentioning

confidence: 99%

Effectiveness of an inquiry-based learning using interactive simulations for enhancing students’ conceptual understanding in physics

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“…Furthermore, the students view the incorporation of artistic and sports activities into the program as something positive. The variety of the activities makes positive contribution to students' development in different skill areas (Gerber, Cavallo & Marek, 2001;Tatar & Tekbıyık, 2012). Some of the students stated in their explanations related to their posters that they experienced a positive process in their friendship relationships.…”

Section: Discussionmentioning

confidence: 99%

Science, Art and Sports School at Sinop Children’s University: Its Effects on Children’s Perceptions

Eş¹,

Geren²,

Altan³

2015

TURJE

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The purpose of the present study is to evaluate the children's perceptions about the Entertaining Science, Art and Sports School at Sinop Children's University, which is a project including various science, art and sports activities carried out at Children's University of Sinop University. All the processes of the study from data collection to data analysis were conducted through qualitative research paradigm. The data of the study were collected by means of poster and interview techniques. The study group consists of 50 students finishing 5th grade in 2012-2013 school year and participating in the above-mentioned project. During the project lasting for 5 days, 23 different science, art and sports activities were performed; yet, most of the activities were science activities. At the end of the fifth day, the students were asked to prepare a poster by reflecting on the experiences they had during the activities of the project and then the students were asked what they wanted to depict in their posters through semi-structured interviews. The study concluded that the students liked all the activities conducted during the project but they liked most the activities in which they actively participated. GENİŞLETİLMİŞ ÖZETFen ile günlük yaşam arasında ilişki kurabilen ve öğrendiklerini günlük yaşamla ilişkilendirebilen fen okuryazarı bireylerin geliştirilmesinde formal eğitimin yanında informal fen eğitimi de önemli bir yer tutmaktadır (Stocklmayer & Gilbert, 2003). İnformal ortamlar, çocukların okullarda öğrendikleri bilgi ve becerileri tamamlama, araştırma ve deney yapmayı mümkün kılma ve bilgiye ulaşmak için sorgulayıcı ve çok yönlü düşünmelerine katkı sağlama bakımından etkili ortamlardır (Noel-Storr, 2004). Diğer bir deyişle informal ortamlarda yapılan eğitimler, okullarda yapılan formal eğitimlerle kazandırılması güç olan, ilk elden gözlem yapma fırsatı sağlaması açısından sınıf içi etkinlikleri tamamlayıcı bir etkiye sahiptir (Emmons, 1997). Bu ortamlarda, öğrencilere geniş zaman sunulmasından dolayı öğrencilerin bilgilerini en iyi şekilde yapılandırmaları beklenmektedir (Melber & Abraham, 1999). Bu bağlamda bilim kampları, öğrenme ortamı öğrencileri motive edici olan ve ilgi çekici, öğrencilerin keşfetmelerine, gözlem yapmalarına, yaptıkları gözlemleri sıralamalarına ve gözlemlerden çıkarımlar yapmalarına fırsatlar sunan informal ortamlardır. İnformal eğitim ortamları uzun yıllardır fen eğitiminde etkin bir şekilde kullanılıyor olmakla birlikte son yıllarda bu ortamlar çocuklara birçok disipline yönelik uygulamalı eğitim sunan "Çocuk Üniversitesi" adıyla kurumsal bir kimlik kazanma eğilimindedir. Çocuk Üniversitelerinin kurulmasının altında yatan nedenler, çocukların fen alanında eleştirel düşünmeleri ve merak duygusu kazanma noktasında onları cesaretlendirmek, onların üniversite ile tanışmalarını sağlayarak akademik kültürlerine ışık tutmak ve gelecekte yapacakları tercihlere yol göstermek olarak ifade edilebilir (EUCU, 2013). Bu amaçlara hizmet eden Çocuk Üniversitelerinin dünyada olduğu gibi Türkiye...

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“…In contrast, many researchers including Benford and Lawson (2001), Gerber, Cavallo and Marek (2001) and Zimmerman (2000) reported that inquiry instruction can promote scientific reasoning abilities. To develop a society of scientifically literate individuals, educators need to foster an interest in and understanding of science at a young age.…”

Section: Introductionmentioning

confidence: 99%

The incorporation of the USA 'Science Made Sensible' programme in South African primary schools: A cross-cultural approach to science education

2016

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The Science Made Sensible (SMS) programme began as a partnership between the University of Miami (UM), Florida, USA, and some public schools in Miami. In this programme, postgraduate students from UM work with primary school science teachers to engage learners in science through the use of inquirybased, hands-on activities. Due to the success of the SMS programme in Miami, it was extended internationally. The SMS team (two Miami Grade 6/7 science teachers and two UM postgraduate students), 195 learners, and five South African teachers at two primary schools in Pretoria, South Africa, participated in this study. A quantitative research design was employed, and learners, teachers and UM postgraduate students used questionnaires to evaluate the SMS programme. The results show that the SMS team was successful in reaching university of south africa Education as Change

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Relationships among informal learning environments, teaching procedures and scientific reasoning ability

Cited by 81 publications

References 29 publications

Effectiveness of an inquiry-based learning using interactive simulations for enhancing students’ conceptual understanding in physics

Effectiveness of an inquiry-based learning using interactive simulations for enhancing students’ conceptual understanding in physics

Science, Art and Sports School at Sinop Children’s University: Its Effects on Children’s Perceptions

The incorporation of the USA 'Science Made Sensible' programme in South African primary schools: A cross-cultural approach to science education

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