Seeing an Old Lab in a New Light: Transforming a Traditional Optics Lab into Full Guided Inquiry

Modeling is considered an important scientific practice, and modeling instruction has the potential to support conceptual change in students in physics. However, when students are not taught how to think about modeling, and how to develop and use models, the learning potential of modeling may be limited. This paper argues that the use and explicit teaching of metacognitive tools like interactive questioning and individual reflection increase students' ability to use and make sense of models. We present a sequence of activities incorporating metacognitive tools with a variety of models (mental, physical, simulated, and mathematical) in a high school physics unit of electricity. Using data from classroom observations, individual student reflections, group-created posters, and classroom discussion, we found evidence to demonstrate the complicated nature of conceptual change, the importance of using a variety of different representations (models) of a phenomenon, and the critical role of the teacher in learning. Teachers need to be aware of this process and able to give students the time they need to fully explore and develop multiple models and support to think critically about models. Although many classrooms are limited in time, this process is necessary to move beyond rote memorization toward meaningful conceptual change.

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Modeling strategies enhanced by metacognitive tools in high school physics to support student conceptual trajectories and understanding of electricity

Wade‐Jaimes

Demir

Qureshi

2018

Science Education

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Learning to Argue Through Dialogue: a Review of Instructional Approaches

Rapanta

Felton

2021

Educ Psychol Rev

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Over the past 20 years, a broad and diverse research literature has emerged to address how students learn to argue through dialogue in educational contexts. However, the variety of approaches used to study this phenomenon makes it challenging to find coherence in what may otherwise seem to be disparate fields of study. In this integrative review, we propose looking at how learning to argue (LTA) has been operationalized thus far in educational research, focusing on how different scholars have framed and fostered argumentative dialogue, assessed its gains, and applied it in different learning contexts. In total, 143 studies from the broad literature on educational dialogue and argumentation were analysed, including all educational levels (from primary to university). The following patterns for studying how dialogue fosters LTA emerged: whole-class ‘low structure’ framing with a goal of dialogue, small-group ‘high structure’ framing with varied argumentative goals, and studies with one-to-one dialectic framing with a goal of persuasive deliberation. The affordances and limitations of these different instructional approaches to LTA research and practice are discussed. We conclude with a discussion of complementarity of the approaches that emerged from our analysis in terms of the pedagogical methods and conditions that promote productive and/or constructive classroom interactions.

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The Transformative Effects of Guided Inquiry-based Learning on Scientific Knowledge of Vision

Aregehagn

Lykknes

Febri

et al. 2022

African Journal of Research in Mathematics, Science and Technol

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Seeing an Old Lab in a New Light: Transforming a Traditional Optics Lab into Full Guided Inquiry

Cited by 3 publications

References 5 publications

Modeling strategies enhanced by metacognitive tools in high school physics to support student conceptual trajectories and understanding of electricity

Modeling strategies enhanced by metacognitive tools in high school physics to support student conceptual trajectories and understanding of electricity

Learning to Argue Through Dialogue: a Review of Instructional Approaches

The Transformative Effects of Guided Inquiry-based Learning on Scientific Knowledge of Vision

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