Characterizing the Level of Inquiry in the Undergraduate Laboratory.
Characterizing the Level of Inquiry in the Undergraduate Laboratory.
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表征本科生实验室的探究水平。
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
M. Towns
中科院分区：
文献类型：
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作者：
Laura Buck;Stacey Lowery Bretz;M. Towns
科学教育工作者的一个共同目标是让学生参与探究，然而，许多因素使完成这样一项任务变得复杂。面对这一挑战的教师遇到的一个主要问题是，“探究”一词在整个教育文献中无处不在，既作为一种教学风格，也作为一种进行研究的方法（Flick 1995）。这种二元视角可能会导致教师的认知失调。需要多大的方向？学习者在多大程度上发展了自己的程序和方法？学生的学习如何评估？是否有不同类型或不同程度的调查？我们在化学中发现了这种差异，并促使我们进一步深入研究其他科学学科（Fay et al. 2007）。鉴于国家科学教育标准（NRC 2000）对探究的强调，我们研究了K-12文献，发现了“探究”一词的无数用法。在本文中，我们提出了一个定量的量规，旨在表征在实验室活动和实验室课程的调查水平。我们不想回答这个问题，“什么是调查？”而是提供一种工具，用于识别其不同程度的学生独立性。研究和教学
Acommon goal for science educators is to engage students in inquiry; however, many factors complicate the completion of such a task. A primary problem encountered by faculty facing this challenge is that the word “inquiry” is used ubiquitously throughout education literature, both as a style of teaching and as a method for conducting research (Flick 1995). This dualistic perspective can generate cognitive dissonance for faculty. How much direction is necessary? To what extent does the learner develop his or her own procedures and methods? How is student learning assessed? Are there different types or varying degrees of inquiry? We found such discrepancies in chemistry and were prompted to delve further into other science disciplines (Fay et al. 2007). Given the emphasis on inquiry in the National Science Education Standards (NRC 2000), we probed the K–12 literature, uncovering a myriad of usages for the word “inquiry.” In this paper, we propose a quantitative rubric designed to characterize the level of inquiry in laboratory activities and laboratory curricula. We do not wish to answer the question, “What is inquiry?” but rather, provide a tool for identifying its varying degrees of student independence. RESEARCH AND TEACHING