The scientific method and scientific inquiry: Tensions in teaching and learning

Tang, Xiaowei; Coffey, Janet E.; Elby, Andrew; Левин, Д. М.

doi:10.1002/sce.20366

Cited by 84 publications

(75 citation statements)

References 29 publications

(37 reference statements)

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“…It means that scientific approach is a body of techniques for investigating phenomena, acquiring new knowledge, and correcting and integrating previous knowledge. Tang et al (2009) says that scientific approach has the characteristics of "doing science". This approach allows teachers to improve the process of learning by breaking the process down into steps or stages which contains detailed instructions for conducting students learning.…”

Section: Scientific Approachmentioning

confidence: 99%

Implementing Scientific Approach to Teach English at Senior High School in Indonesia

Zaim

2017

ASS

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Scientific approach is a teaching strategy using scientific steps in teaching subject matter at senior high school in Indonesia. Scientific approach has the characteristics of "doing science" that allows teachers to improve the process of learning by breaking the process down into steps which contain detailed instruction for conducting student learning. Although the scientific approach offers significant breakthrough in improving the quality of teaching English as a foreign language (TEFL) at Senior High School in Indonesia, there were still some obstacles faced by English teachers. This study aimed at investigating the implementation of scientific approach to teach English at Senior High School in Indonesia and problems of teaching and learning in implementing scientific approach. The data were collected through observation of teaching learning process and interview with the teachers and the students in two senior high schools in Padang, Indonesia. The findings showed that, among the five steps of scientific approach, the teachers were not able to implement the observing and questioning steps optimally yet. Meanwhile, in experimenting and associating the teachers have applied them well, and in communicating the teachers have applied them optimally.

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Section: Scientific Approachmentioning

confidence: 99%

Implementing Scientific Approach to Teach English at Senior High School in Indonesia

Zaim

2017

ASS

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“…) is that these actions may in actuality be a part of a different activity from design, particularly in school or interview settings. Phenomena of students carrying out steps in the service of making their way through a worksheet or an instructed procedure are familiar in other areas, from science investigations (Tang, Coffey, Elby, & Levin, 2010) to math class (Schoenfeld, 1988). As a result, science education researchers have argued that practices such as experimentation and argumentation need to be embedded in a larger endeavor of building and evaluating models of the natural world (Berland & Hammer, 2012;Ford & Forman, 2006;Hammer, 1995;Lehrer, Schauble, & Petrosino, 2001).…”

Section: Problem Scoping Nested Within a Disciplinary Pursuitmentioning

confidence: 99%

Examining Young Students’ Problem Scoping in Engineering Design

Watkins¹,

Spencer²,

Hammer³

2014

Journal of Pre-College Engineering Education Research (J-PEER)

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Problem scoping-determining the nature and boundaries of a problem-is an essential aspect of the engineering design process. Some studies from engineering education suggest that beginning students tend to skip problem scoping or oversimplify a problem. However, the ways these studies often characterize students' problem scoping often do not reflect the complexity found in experts' designing and rely on the number of criteria a student mentions or the time spent problem scoping. In this paper, we argue for methodological approaches that take into account not just what students name as criteria, but also how they weigh, balance, and choose between criteria and reflect on these decisions during complex tasks. Furthermore, we discuss that these problem-scoping actions should not be considered in isolation, but also how they are connected to the pursuit of a design solution. Using data from an elementary school classroom, we show how these ways of characterizing problem-scoping can capture rich beginnings of students' engineering.

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“…Engaging students in the culture of STEM does not mean getting students to engage in the "scientific method," as the latter is in fact heavily simplified (Abd-El- Khalick, 2012;Lawson, 2010;Tang, Coffey, Elby, & Levin, 2010). STEM professionals do not always start an investigation with a hypothesis, but often engage in an exploratory investigation to identify pertinent variables or to simply observe and describe a system (Franklin, 2005;Klahr & Simon, 1999;Lawson, 2010).…”

Section: Iterative Nature Of Stemmentioning

confidence: 99%

Intended Learning Outcomes and Assessment of Computer-Based Scaffolding

Belland

2016

Instructional Scaffolding in STEM Education

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In this chapter, I describe the intended learning outcomes of scaffolding-content knowledge and higher-order thinking abilities-and link these to the goals advanced by the Next Generation Science Standards and related documents from recent curricular revisions in STEM education. Furthermore, I address different ways in which scaffolding's effect can be measured (assessment level), and explore whether there are differences in the magnitude of scaffolding's effect according to assessment level. Meta-analysis results show that there is no difference in effect size magnitude on the basis of intended learning outcome (i.e., content knowledge or higher-order thinking abilities). Scaffolding's effect was greater when measured at the principles level than when measured at the concept level. But scaffolding's effect was statistically greater than 0 and substantial for all three assessment levels (i.e., concept, principles, and application). These results are then discussed.

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The scientific method and scientific inquiry: Tensions in teaching and learning

Cited by 84 publications

References 29 publications

Implementing Scientific Approach to Teach English at Senior High School in Indonesia

Implementing Scientific Approach to Teach English at Senior High School in Indonesia

Examining Young Students’ Problem Scoping in Engineering Design

Intended Learning Outcomes and Assessment of Computer-Based Scaffolding

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