Inquiry-based Learning Environments to Welcome the Diversity of a Chemistry Class
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
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Science Education Research for Evidence-based Teaching and Coherence in Learning: Proceedings of the ESERA 2013 Conference. ed. / Constantinos P. Constantinou; Nicos Papadouris; Angela Hadjigeorgiou. European Science Education Research Association, 2014. p. 122-130 16.
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
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RIS
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 -