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Effectiveness of Inquiry Based Laboratory Instruction on Developing Secondary Students' Views on Scientific Inquiry

机译:基于查询实验室教学的有效性对发展中学对科学探究的看法

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摘要

The main aim of this study was to investigate the effect of inquiry-based laboratory instruction on ninth grade students' scientific inquiry views. In this study an argument driven inquiry approach to laboratory instruction was used to teach a Chemistry lesson where the nature of the aspects of scientific inquiry was explicitly taught. This explanatory study was conducted with 36 ninth grade students during their regular Chemistry course. Students participated in four activities related to the periodic table, bond character and molecular polarity, density, and gases that were designed with respect to the argument-driven inquiry (ADI) instructional approach as a regular Chemistry course guided by their classroom teacher. The specific nature of scientific inquiry aspects was highlighted in the ADI activities. A views about scientific inquiry (VASI) questionnaire was used to investigate students views of scientific inquiry before and after the instruction. The result of the study showed that the views of students on scientific inquiry improved in all aspects after the implementation.
机译:本研究旨在探讨探究式实验教学对九年级学生科学探究观的影响。在这项研究中,实验室教学采用了一种辩论驱动的探究方法,在化学课上明确讲授了科学探究的本质。这项解释性研究是在36名九年级学生的常规化学课程中进行的。学生们参与了与元素周期表、键特征和分子极性、密度和气体相关的四项活动,这些活动是在课堂老师的指导下,根据辩论驱动探究(ADI)教学法设计的常规化学课程。ADI活动强调了科学探究方面的具体性质。采用科学探究观问卷(VASI)对教学前后学生的科学探究观进行调查。研究结果表明,实施后学生对科学探究的看法各方面都有所改善。

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