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Finding out how they find it out : an empirical analysis of inquiry learners' need for support


Mulder, Yvonne G.; Lazonder, Ard W.; Jong, Ton de


Bitte beziehen Sie sich beim Zitieren dieses Dokumentes immer auf folgenden Persistent Identifier (PID):http://nbn-resolving.de/urn:nbn:de:0168-ssoar-204284

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Abstract Inquiry learning environments increasingly incorporate modelling facilities for students to articulate their research hypotheses and (acquired) domain knowledge. This study compared performance success and scientific reasoning of university students with high prior knowledge (n=11), students from senior high-school (n=10), and junior high-school (n=10) with intermediate and low prior knowledge respectively, in order to reveal domain novice's need for support in such environments. Results indicated that the scientific reasoning of both groups of high-school students was comparable to that of the experts. As high-school students achieved significantly lower performance success scores, their expert-like behaviour was rather ineffective; qualitative analyses substantiated this conclusion. Based on these findings, implications for supporting domain novices in inquiry learning environments are advanced.
Klassifikation Unterricht, Didaktik
Methode empirisch
Freie Schlagwörter Inquiry learning; Model-based learning; Prior knowledge; Scientific reasoning
Sprache Dokument Englisch
Publikationsjahr 2009
Seitenangabe 37 S.
Zeitschriftentitel International Journal of Science Education (2009)
DOI http://dx.doi.org/10.1080/09500690903289993
Status Postprint; begutachtet (peer reviewed)
Lizenz PEER Licence Agreement (applicable only to documents from PEER project)