Developing students' ability to ask more and better questions resulting from inquiry-type chemistry laboratories
This study focuses on the ability of high‐school chemistry students, who learn chemistry through the inquiry approach, to ask meaningful and scientifically sound questions. We investigated (a) the ability of students to ask questions related to their observations and findings in an inquiry‐type expe...
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| Published in | Journal of research in science teaching Vol. 42; no. 7; pp. 791 - 806 |
|---|---|
| Main Authors | , , , |
| Format | Journal Article |
| Language | English |
| Published |
Hoboken
Wiley Subscription Services, Inc., A Wiley Company
01.09.2005
John Wiley & Sons, Inc Wiley |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0022-4308 1098-2736 |
| DOI | 10.1002/tea.20072 |
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| Abstract | This study focuses on the ability of high‐school chemistry students, who learn chemistry through the inquiry approach, to ask meaningful and scientifically sound questions. We investigated (a) the ability of students to ask questions related to their observations and findings in an inquiry‐type experiment (a practical test) and (b) the ability of students to ask questions after critically reading a scientific article. The student population consisted of two groups: an inquiry‐laboratory group (experimental group) and a traditional laboratory‐type group (control group). The three common features investigated were (a) the number of questions that were asked by each of the students, (b) the cognitive level of the questions, and (c) the nature of the questions that were chosen by the students, for the purpose of further investigation. Importantly, it was found that students in the inquiry group who had experience in asking questions in the chemistry laboratory outperformed the control grouping in their ability to ask more and better questions. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 791–806, 2005 |
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| AbstractList | This study focuses on the ability of high-school chemistry students, who learn chemistry through the inquiry approach, to ask meaningful and scientifically sound questions. We investigated (a) the ability of students to ask questions related to their observations and findings in an inquiry-type experiment (a practical test) and (b) the ability of students to ask questions after critically reading a scientific article. The student population consisted of two groups: an inquiry-laboratory group (experimental group) and a traditional laboratory-type group (control group). The three common features investigated were (a) the number of questions that were asked by each of the students, (b) the cognitive level of the questions, and (c) the nature of the questions that were chosen by the students, for the purpose of further investigation. Importantly, it was found that students in the inquiry group who had experience in asking questions in the chemistry laboratory outperformed the control grouping in their ability to ask more and better questions. This study focuses on the ability of high‐school chemistry students, who learn chemistry through the inquiry approach, to ask meaningful and scientifically sound questions. We investigated (a) the ability of students to ask questions related to their observations and findings in an inquiry‐type experiment (a practical test) and (b) the ability of students to ask questions after critically reading a scientific article. The student population consisted of two groups: an inquiry‐laboratory group (experimental group) and a traditional laboratory‐type group (control group). The three common features investigated were (a) the number of questions that were asked by each of the students, (b) the cognitive level of the questions, and (c) the nature of the questions that were chosen by the students, for the purpose of further investigation. Importantly, it was found that students in the inquiry group who had experience in asking questions in the chemistry laboratory outperformed the control grouping in their ability to ask more and better questions. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 791–806, 2005 |
| Audience | High Schools |
| Author | Navon, Oshrit Hofstein, Avi Kipnis, Mira Mamlok-Naaman, Rachel |
| Author_xml | – sequence: 1 givenname: Avi surname: Hofstein fullname: Hofstein, Avi email: avi.hofstein@weizmann.ac.il organization: Department of Science Teaching, The Weizmann Institute of Science, Rehovot 76100, Israel – sequence: 2 givenname: Oshrit surname: Navon fullname: Navon, Oshrit organization: Department of Science Teaching, The Weizmann Institute of Science, Rehovot 76100, Israel – sequence: 3 givenname: Mira surname: Kipnis fullname: Kipnis, Mira organization: Department of Science Teaching, The Weizmann Institute of Science, Rehovot 76100, Israel – sequence: 4 givenname: Rachel surname: Mamlok-Naaman fullname: Mamlok-Naaman, Rachel organization: Department of Science Teaching, The Weizmann Institute of Science, Rehovot 76100, Israel |
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| Keywords | Pupil Chemistry Reasoning Secondary Education Science Question Laboratory Verbal Interaction |
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| SubjectTerms | Chemistry Control Groups Critical Reading Curriculum subjects: programmes and methods Educational sciences Exact and natural sciences Experimental Groups High School Students Inquiry Laboratories Observational Learning Questioning Techniques Teaching methods |
| Title | Developing students' ability to ask more and better questions resulting from inquiry-type chemistry laboratories |
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