Instructional, Curricular, and Technological Supports for Inquiry in Science Classrooms
Instructional, Curricular, and Technological Supports for Inquiry in Science Classrooms
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发表时间：
1998
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通讯作者：
J. Krajcik;P. Blumenfeld;R. Marx;E. Soloway
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作者：
J. Krajcik;P. Blumenfeld;R. Marx;E. Soloway
探究是科学学习的核心组成部分（Lunetta，1997; Roth，1995）。科学教学的新方法将探究作为学生学习的必要条件。假设学生需要机会通过提出和提炼问题，设计和进行调查，收集和分析信息和数据，进行解释，得出结论和报告结果来找到解决真实的问题的方法。一致认为，“需要不再强调讲授式教学，重点是记忆脱离语境的科学事实，需要重新强调基于探究的学习，重点是让学生深入理解嵌入日常世界的科学。“有证据表明，学生在进行探究时可以更深入地了解科学内容和过程（例如，探究对学习者提出了许多认知要求，因此他们需要大量的支持才能取得成功）。学生需要支持，成为知识的内容，熟练使用查询策略，熟练使用技术工具，与他人合作富有成效，有能力行使自我调节，并有动力在一段时间内保持仔细和周到的工作。描述学生遇到的问题，因为他们从事调查，并找到改善这些问题的方法已经得到了相当大的关注最近（Hmelo我们更详细地描述调查，讨论如何通过教学，课程和1帮助学生。[2]作者要感谢密歇根大学的Ann Rivet提供的有益的编辑评论。
Inquiry is a central component of science learning (Lunetta, 1997; Roth, 1995). New approaches to science instruction feature inquiry as essential for student learning. The assumption is that students need opportunities to find solutions to real problems by asking and refining questions, designing and conducting investigations, gathering and analyzing information and data, making interpretations, drawing conclusions, and reporting findings. Congruent with argues that "there needs to be a de-emphasis on didactic instruction focusing on memorizing decontextualized scientific facts, and there needs to be new emphasis placed on inquiry-based learning focusing on having students develop a deep understanding of science embedded in the everyday world. " Evidence indicates that students can attain deeper understanding of science content and processes when they engage in inquiry (e.g. that inquiry places many cognitive demands on learners so that they require considerable support to be successful. Students need support to become knowledgeable about content, skilled in using inquiry strategies, proficient at using technological tools, productive in collaborating with others, competent in exercising self-regulation, and motivated to sustain careful and thoughtful work over a period of time. Describing problems students encounter as they engage in inquiry and finding ways to ameliorate those problems has received considerable attention recently (Hmelo we describe inquiry in more detail, discuss ways to aid students via instructional, curriculum, and 1. 2 The authors would like to thank Ann Rivet from the University of Michigan for her helpful editorial comments.