Influence of explicit and reflective versus implicit inquiry-oriented instruction on sixth graders' views of nature of science
Influence of explicit and reflective versus implicit inquiry-oriented instruction on sixth graders' views of nature of science
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DOI：
10.1002/tea.10036
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发表时间：
2002-09-01
影响因子：
4.6
通讯作者：
Abd-El-Khalick, F
中科院分区：
文献类型：
--
作者：
Khishfe, R;Abd-El-Khalick, F
本研究比较了显性和反思性探究式教学方法和内隐探究式教学方法对六年级学生对科学本质理解的影响。该研究强调了试探性、经验性、推理性、想象性和创造性的NOS。参与者是62名六年级学生，分为两组。干预组或外显组参与询问活动，然后对目标一氧化氮合酶方面进行反思性讨论。参照组或内隐组参与相同的询问活动。然而，后几项活动没有明确提及或讨论任何NOS方面的问题。两组的参与时间都是平衡的。研究采用开放式问卷和半结构访谈相结合的方法。为了评估参与者在干预之前和结束时对NOS的看法，干预持续了2.5个月。在干预之前，两组中的大多数参与者对目标一氧化氮合酶方面的看法都很天真。在研究结束时，内隐小组参与者的观点没有不同。相比之下，显性组中更多的参与者对目标一氧化氮合酶的一个或多个方面表达了更多知情的观点。因此，显式AND。以反思性探究为导向的方法更有效。而不是在促进参与者的NOS概念方面采用内隐的以探究为导向的方法。这些结果并不支持直观上有吸引力的假设，即学生会通过参与基于科学的探究活动来自动学习NOS。发展对NOS的知情概念是一种认知教学结果，需要一种明确和反思的教学方法。(C)2002年威利期刊公司。
This study investigated the influence of an explicit and reflective inquiry-oriented compared with an implicit inquiry-oriented instructional approach on 'sixth graders' understandings of nature of science (NOS). The study emphasized the tentative, empirical, inferential, and imaginative and creative NOS. participants were 62 sixth-grade students in two intact groups. The intervention or explicit group was engaged in inquiry activities followed by reflective discussions of the target NOS aspects. The comparison or implicit group was engaged in the same inquiry activities. However, these latter activities included no explicit references to:or discussion of any NOS aspects. Engagement time was balanced for both groups. An open-ended, questionnaire in conjunction with semistructured interviews was used. to assess participants NOS views before and at the conclusion of the intervention, which spanned 2.5 months. Before the intervention, the majority of participants in both groups held naive views of the target NOS aspects. The views of the implicit group participants were not different at the conclusion of the study. By comparison, substantially more participants in the explicit group articulated more informed views of one or more of the, target NOS aspects. Thus, an explicit and. reflective inquiry-oriented approach was more effective. than an implicit inquiry-oriented approach in promoting participants' NOS conceptions. These results do not support the intuitively appealing assumption that students would automatically learn about NOS through engagement in science-based inquiry activities. Developing informed conceptions of NOS is a cognitive instructional outcome that requires an explicit and reflective instructional approach. (C) 2002 Wiley Periodicals, Inc.