Knowledge-Based Beliefs about Inquiry Methods: Modell Based Definition, Assessment and Investigation on Correlations to Skills in the Field of Scientific Inquiry

由于以往的科学探究能力领域的研究主要集中在科学方法和科学本质两个方面，本研究的目的在于描述、评估和调查关于探究方法特征的知识信念的结构和相关性。本研究中使用的理论框架由已经发表的科学方法能力模型组成，该模型是在DFG的两个项目中开发的。由于该模型将应用于科学方法和科学性质两个部分，因此可以对能力领域进行更广泛的描述。此外，目前的项目得益于申请人的专门知识、出版物和初步工作。为了实施这个为期12个月的项目，我们申请了一名研究生助理（12个月）、一名本科生助理（3个月）的财务资源，以及用于学校数据收集和会议的差旅资源。总财力为13 616.40欧元。为了评估基于知识的信念的特点，调查方法，模型为基础的问卷将开发和验证。这个工具包括对科学中的假设演绎程序的信念，以及对观察、比较、安排、实验和建模等探究方法的信念。第一版的问卷已被用于初步研究，以评估135名学生的知识为基础的信念进行实验。数据显示问卷的可靠性良好（Cronbachs Alpha = .81），与实验能力呈正相关（r = .35，p < .001）。问卷开发的进一步步骤包括整合适当和不太适当的信念，在专家研讨会上进行内容效度的研究，由语言学家检查非母语人士的可理解性，以及使用访谈方法调查收敛效度。调查问卷将在400名学生在9年级和10年级的样本管理。所产生的数据将被用来得出结论的心理测量质量的工具和结构的知识为基础的信念。通过应用现有的测试工具，从以前的工作，分析的影响，基于知识的信念对学生的能力在不同的科学背景下进行。生成的数据将用于申请后续项目。在此基础上，分析了具体科学课堂情境中的知识信念及其对学生水平的影响。

As previous research, in the competence area of scientific inquiry, focussed to a large extend either on the parts scientific methods or nature of science, the purpose of the present research project consists in describing, assessing and investigating on the structure and the correlations between knowledge based beliefs about the characteristics of inquiry methods. The theoretical framework used in this study consists of an already published competence model for scientific methods, that has been developed in two DFG-projects. As the model will be applied to the parts scientific methods and nature of science both, a broader description of the competence area will be made possible. Moreover, the current project benefits from the expertise, publications and preliminary work of the petitioner. In order to implement this 12 month project, we apply for financial resources for one graduate assistant (twelve months), one undergraduate assistant (three months) as well as for traveling resources for data collections in schools and for conferences. The total financial means amount to 13 616.40 Euro. In order to asses the knowledge based beliefs about the characteristics of inquiry methods, a model based questionnaire will be developed and validated. This instrument includes beliefs about the hypothetico-deductive procedure in science as well as beliefs about inquiry methods such as observing, comparing, arranging, experimenting and modelling. A first version of the questionnaire has been used in a preliminary study to assess the knowledge-based beliefs of 135 students for experimenting. The data show good reliability (Cronbachs Alpha = .81) for the questionnaire and positive correlations to experimenting competences (r = .35, p < .001). The further steps of the questionnaire development consist in integrating adequate and less adequate beliefs, working on content validity in an expert workshop, checking on comprehensibility for non-native speakers by linguists as well as investigating on convergent validity using an interview approach. The questionnaire will be administered in a sample of 400 students in the grade level 9 and 10. The generated data will be used to draw conclusions on the psychometric quality of the instrument and the structure of knowledge based beliefs. By applying existing test instruments derived from prior work, analysis on the influence of the knowledge based beliefs on the student competences in different science contexts will be carried out. The generated data will be used to apply for follow-up projects. Therein, an analysis of knowledge based beliefs in concrete science classroom situations and its influence on student level will be made possible.