Teacher Cognition of Engaging Children in Scientific Practices

Crawford, Barbara A.; Capps, Daniel K.

doi:10.1007/978-3-319-66659-4_2

Cited by 39 publications

(32 citation statements)

References 43 publications

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“…In more extreme cases, inquiry is seen as being equal to conducting laboratory experiments, which are frequently prescriptive and guided by a manual. Such approach is a teacher-initiated and teacher-centered process, even if students are active (Crawford and Capps 2018). Although Furtak et al (2012) found higher effects in studies of students engaging in the epistemic domain of inquiry and in studies where the procedural, epistemic, and social domains were combined, commonly, the procedural aspects of inquiry are better taught than the epistemic ones (Osborne 2014a;Sandoval 2005).…”

Section: Teaching Inquiry-based Sciencementioning

confidence: 99%

Teacher views on inquiry-based learning: the contribution of diverse experiences in the outdoor environment

2019

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In this study, we challenged science teachers' views of inquiry-based learning as being merely experimental, causal, and controlled. We studied science teachers enrolled in professional development programs that consisted of three different inquiry-based learning experiences in the outdoors: ecology, sociology, and archeology. These three cycles of investigation included online collaborative planning, fieldwork and collaborative online data analysis, and online communication. Data collection included pre-and post-PD, open-ended questionnaires, interviews and written reflections. Qualitative content analysis was informed by the literature referring to procedural and epistemic aspects of inquiry-based learning. Other themes that emerged from the data included the place of collaborative learning, the use of technology, and the contribution of the outdoor environment. We found a clear shift in teachers' views about inquiry which ranged from vague explanations and descriptions of inquiry as merely student-centered learning, to more sophisticated views. The teachers valued the outdoor environment highly for learning and provided interesting insights into how to integrate in-school and out-of-school learning. Collaborative learning supported by technology was perceived as an effective vehicle for meaningful learning. An incomplete shift into the highest epistemic explanations is explained by insufficient opportunities for face-to-face explicit discussions about scientific inquiry and inquirybased learning.

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Section: Teaching Inquiry-based Sciencementioning

confidence: 99%

Teacher views on inquiry-based learning: the contribution of diverse experiences in the outdoor environment

2019

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“…Levar o ensino de Ciências por investigação para a sala de aula não é tarefa simples. O professor precisa articular os conhecimentos pedagógicos e biológicos em situações de aprendizagem que sejam adequadas e relevantes para um determinado grupo de estudantes inserido em um contexto específico, o que pode ser desafiador mesmo para professores experientes (Crawford;Capps, 2018). Portanto, para superar a visão comum de um ensino de Biologia memorístico e sobrecarregado de conceitos descontextualizados (Munford;Lima, 2007) é necessário que os processos de formação propiciem aos (futuros) professores compreender e se apropriar das formas de fazer ciência, assim como de abordagens pedagógicas diferentes da tradicional aula expositiva e que incluam possibilidades de interações dos estudantes com os objetos de conhecimento e entre os pares.…”

Section: Um Exemplo No Ensino De Biologiaunclassified

Potencialidades do ensino de Biologia por Investigação

Scarpa

Campos

2018

Estud. av.

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RESUMO A Biologia pode ser uma das disciplinas escolares mais interessantes ou mais enfadonhas para os estudantes, dependendo do modo como ela for abordada. Articulando aspectos do consenso construtivista com os eixos da Alfabetização Científica, este artigo pretende mostrar as potencialidades do ensino por investigação para o ensino de Biologia, de forma a torná-lo mais significativo aos estudantes. Sequências didáticas baseadas no ensino por investigação podem ampliar os objetivos do ensino de Biologia na perspectiva da Alfabetização Científica, permitindo situar os estudantes no centro do processo de ensino e aprendizagem de modo que desenvolvam compreensões sobre conceitos e teorias, sobre o processo de produção de conhecimento e sobre as relações entre ciência, tecnologia, sociedade e ambiente.

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“…2. Que incluya actividades autónomas en las que los que aprenden, a partir de su experiencia, ideas y modelos mentales, puedan expresar y reelaborar hipótesis y propuestas tentativas, primero individuales y luego colectivas, en relación con los problemas de investigación (Crawford & Capps, 2016;Hmelo-Silver, Duncan & Chinn, 2007). 3.…”

Section: Una Metodología Investigativaunclassified

Didáctica de las ciencias con conciencia

Ariza

2018

ensciencias

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RESUMEN • En este artículo se hace un balance de los logros del pasado y los retos del futuro en el campo de la Didáctica de las Ciencias. Se aporta una visión de los consensos más importantes alcanzados por la comunidad investigadora y se sintetizan algunos elementos esenciales del paradigma emergente de la enseñanza de las ciencias coherentes con ellos (fines, fundamentos teóricos y prescripciones curriculares). Por último se analizan las dificultades para el cambio y se presentan propuestas para dinamizarlo desde una perspectiva científica, pero también ética y sociopolítica.

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Teacher Cognition of Engaging Children in Scientific Practices

Cited by 39 publications

References 43 publications

Teacher views on inquiry-based learning: the contribution of diverse experiences in the outdoor environment

Teacher views on inquiry-based learning: the contribution of diverse experiences in the outdoor environment

Potencialidades do ensino de Biologia por Investigação

Didáctica de las ciencias con conciencia

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