TY - CHAP

T1 - Inquiry-based Learning Environments to Welcome the Diversity of a Chemistry Class

AU - Abels, Simone Juliane

AU - Puddu, Sandra

N1 - Conference code: 10

PY - 2014

Y1 - 2014

N2 - Inquiry-based learning environments have the potential to deal with thediverse learning needs of students surfacing also in science classrooms. As inquirybased science education facilitates the engagement of students across the ability range, it is often recommended by experts in science education. Despite this widespread acceptance among researchers, however, this approach does not feature extensively in many school curricula and science classrooms. Suitable inquiry-based learning environments have to be designed and successively implemented in science classrooms according to the students’ individual needs to welcome their diversity.Accompanying research is needed to determine the conditions that are conducive and relevant for successful implementation of inquiry-based learning environments indiverse science classrooms. We have decided to take a closer look at this question at classroom level to be highly detailed about the conditions surfacing in a diverse science classroom. A case study has thus been carried out with a group of ninth-gradeurban business school students to observe and analyze the challenges to be dealt with in a diverse class when implementing inquiry-based learning. Besides video and audio recordings, field notes and interviews, the questionnaire “Views on Scientific Inquiry” (VOSI) as well as questionnaires concerning academic self-concept and attitude towards science were used. In addition, the students’ task sheets enrich the dense picture we have gained of the inquiry-based work done in this diverse class. The results of the case study show specifically how important it is for a teacher to know the students’ individual learning needs and how to scaffold the inquiry-based learning tasks in relation to the students’ language and attainment levels. Student diversity will be illustrated in detail by the empirical data and it will be shown how the teachers welcomed their diverse needs with inquiry-based learning environments.

AB - Inquiry-based learning environments have the potential to deal with thediverse learning needs of students surfacing also in science classrooms. As inquirybased science education facilitates the engagement of students across the ability range, it is often recommended by experts in science education. Despite this widespread acceptance among researchers, however, this approach does not feature extensively in many school curricula and science classrooms. Suitable inquiry-based learning environments have to be designed and successively implemented in science classrooms according to the students’ individual needs to welcome their diversity.Accompanying research is needed to determine the conditions that are conducive and relevant for successful implementation of inquiry-based learning environments indiverse science classrooms. We have decided to take a closer look at this question at classroom level to be highly detailed about the conditions surfacing in a diverse science classroom. A case study has thus been carried out with a group of ninth-gradeurban business school students to observe and analyze the challenges to be dealt with in a diverse class when implementing inquiry-based learning. Besides video and audio recordings, field notes and interviews, the questionnaire “Views on Scientific Inquiry” (VOSI) as well as questionnaires concerning academic self-concept and attitude towards science were used. In addition, the students’ task sheets enrich the dense picture we have gained of the inquiry-based work done in this diverse class. The results of the case study show specifically how important it is for a teacher to know the students’ individual learning needs and how to scaffold the inquiry-based learning tasks in relation to the students’ language and attainment levels. Student diversity will be illustrated in detail by the empirical data and it will be shown how the teachers welcomed their diverse needs with inquiry-based learning environments.

KW - Didactics of sciences education

UR - http://www.esera2013.org.cy/programme/

M3 - Article in conference proceedings

SN - 978-9963-700-77-6

SP - 122

EP - 130

BT - Science Education Research for Evidence-based Teaching and Coherence in Learning

A2 - Constantinou, Constantinos P.

A2 - Papadouris, Nicos

A2 - Hadjigeorgiou, Angela

PB - European Science Education Research Association

T2 - Annual Conference of the European Science Education Research Association - ESERA 2013

Y2 - 2 September 2013 through 7 September 2013

ER -