Search

This article presents the design of a teaching sequence on the structure of matter and chemical reactivity in the laboratory following the approach of teaching science through scientific practices, in particular through scientific inquiry. Special emphasis is placed on the use of epistemic knowledge involved in this scientific practice to ensure that students learn Chemistry in a meaningful way that is consistent with how scientific knowledge is developed, and on the development of critical thinking. The sequence is designed to be implemented in the subject Physics and Chemistry for 8th graders (13-14 years old) and for students working in small groups. The implementation of this sequence in two classes suggests that using epistemic knowledge is complex for students and it is appreciated only when it is explicitly promoted through questions inserted in the handouts of the activities or prompted by the teacher through her interventions. [ABSTRACT FROM AUTHOR]

Copyright of kul-tur: Revista Interdisciplinària Sobre la Cultura de la Ciutat is the property of kul-tur: Revista Interdisciplinaria Sobre la Cultura de la Ciutat and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The research was carried out in the higher educational field and seeks to demonstrate the relationship between Suchman methodological strategies and the mastery of scientific inquiry skills in students of a public university organization in Lima. It was oriented with the positivist paradigm, quantitative approach, basic type, descriptive level and non-experimental, linear correlational design. The sample, chosen intentionally and non-probabilistically, was made up of 55 students of the VIII and X academic semesters of the Faculty of Education, specialty: Primary, subject: Natural Sciences. The instruments are valid and reliable (0.979 and 0.83, respectively). The results report the existence of a positive and significant relationship between both variables, so the problem statement, hypothesis formulation, data collection, hypothesis evaluation and conclusions are related to the domain of scientific inquiry. It is concluded that university students are acquiring deficient teacher training to teach science. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The incorporation of the scientific inquiry in rural science classrooms brings up important challenges for the teachers leading them. This current paper analyzes the importance of the teacher's role in a scientific inquiry activity. Therefore, an analysis was carried out in the case of the Mitigation of the whitefly in the ficus tree. This inquiring experience was applied with 22 sixth to eighth grade elementary students from a vulnerable rural school in Chile. The main results support that the students' learning through inquiry demands a guidance and an adequate support offered by the teacher. Besides, the case study shows how the inquiry-based science education can emerge from deprived rural contexts through inquiry. [ABSTRACT FROM AUTHOR]

Copyright of Fides et Ratio is the property of Universidad La Salle de Bolivia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article presents a conceptual systematization based on theoretical contributions, definitions, and classifications made in the field of natural science teaching about practical activities in the lab. The goal is to explain the current debate in scientific literature on the usefulness of these activities and their influence in student motivation, since some authors believe they promote interest but not motivation. We present a series of definitions and characteristics that allow us to identify what we define as practical activities in the laboratory and their difference with the idea of practical work in the laboratory. We also list different classifications according to objectives, established from various theoretical proposals. The theory of inquiry in the classroom is introduced as a proposal to address laboratory activities, and particularly, the problem-solving inquiry method (psim). Lastly, it is proposed that lpas promote cognitive processes that facilitate comprehension, problematization and reflection on the studied phenomenon. [ABSTRACT FROM AUTHOR]

Scientific inquiry is one of the strategies that has provided some of the best results to the experimental science learning. In order to propel this kind of methodologies, in recent years, different initiatives and proposals have been performed to promote and spread this strategy. Among these proposals, the science school conferences stand out. In this manuscript, we select 168 communications presented by preschool and primary education students in order to analyze the sequence, process and methodology used in school scientific experiences. The analysis focuses on the presentations considered inquiry-based, which represent the 40% of those selected. Therefore, an analysis tool has been designed to study the processes and skills that emerge in the communicated investigations. The results show that, in general, the presented investigations have a coherent structure with this kind of methodologies. In particular, it is observed that students mainly point out the stages or aspects that are considered more descriptive (such as, the planning of their investigation) and show more difficulties to present the ideas or explanations derived from their work. At the same time, it is illustrated the school conferences functionality as a tool to exchange experiences related to the learning and teaching of science between students and teachers. [ABSTRACT FROM AUTHOR]