Sammenhengen mellom naturvitenskapelig produkt og prosess - En studie av dialoger fra utforskende arbeid i naturfag relatert til stoffer og stoffers endringer

This paper reports from a study where a teacher and researchers collaborated on designing science teaching promoting scientific inquiry (processes of science) and science content (product of science) for a group of students (age 11 – 13). A wide range of data from students’ performance in combining science product and processes were collected during a two year period. Results indicate that students combined product (matter and change of matter) and processes of science (making hypotheses, suggesting research design and evaluating evidence) and that these aspects support each other in science learning. The ability of linking product and process differed among students and varied from one scientific method to the other. To succeed in linking science content and processes of science it is important to scaffold student understanding, like providing templates and asking rich and relevant questions.