Learning experimentation through science fairs
Learning experimentation through science fairs
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DOI：
10.1080/09500693.2016.1243272
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发表时间：
2016-01-01
影响因子：
2.3
通讯作者：
Gross, Jorge
中科院分区：
文献类型：
--
作者：
Paul, Juergen;Lederman, Norman G.;Gross, Jorge
实验对于做科学和学习科学都是必不可少的。德国青年科学博览会Jugend forscht的目的是鼓励科学思维和探索方法，如实验。本研究以57位参与者的访谈为基础，归纳学生学习实验的概念与步骤，并考虑年龄差异。五个不同的学习子域被确定在学习过程中可能发生。这些子域是程序、目的、材料、控制和时间。三个不同年龄组使用的概念略有不同，但所有参与者都采取了相同或非常相似的学习步骤，而与年龄无关。可以发现概念发展的两个主要原因：第一，参与的学生有机会使用与普遍接受的科学知识途径类似的方法进行工作。第二，由于比赛期间的沟通过程，促进了对自己项目的有目的的反思。对于不同的教育水平，实验证明是一个复杂的科学框架，将在学生的教育中逐步学习。因此，我们主张在学校的科学课程中纳入一个更强有力的锚定研究实验，嵌入开放或真实的探究。
Experiments are essential for both doing science and learning science. The aim of the German youth science fair, Jugend forscht, is to encourage scientific thinking and inquiry methods such as experimentation. Based on 57 interviews with participants of the competition, this study summarises students' conceptions and steps of learning about experimentation, taking into account age disparities. Five distinct subdomains of learning were identified in which learning processes may occur. These subdomains are procedure, purpose, material, control, and time. The three separate age groups used slightly different concepts but all the participants took the same or very similar steps of learning independent of their age. Two main reasons for conceptual developments could be detected: Firstly, the participating students had the opportunity to work using methodology similar to the commonly accepted scientific path of knowledge. Secondly, due to communication processes during the competition, a purposive reflection of their own project was promoted. With respect to different educational levels, experimentation proves to be a complex scientific framework that will be learnt step by step throughout students' education. We therefore argue for a stronger anchoring of research experiments embedded in open or authentic inquiry to be included in science lessons at school.