Research Article
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Year 2014, Volume: 3 Issue: 2, 76 - 84, 31.12.2014

Abstract

References

  • Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry? Journal of Science Teacher Education, 13(1), 1-12.
  • Blanchard, M. R., Southerland, S. A., & Granger, E. M. (2008). No silver bullet for inquiry: Making sense of teacher change following an inquiry-based research experience for teachers. Science Teacher Education, 93, 322-360.
  • Cuevas, P., Lee, O., Hart, J., &Deaktor, R. (2005).Improving science inquiry with elementary students of diverse backgrounds.Journal of Research in Science Teaching, 42(3), 337-357.
  • Dalton, B., & Morocco, C. C. (1997). Supported inquiry science: Teaching for conceptual change in urban and suburban science classrooms. Journal of Learning Disabilities, 30, 670–685.
  • Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Education Psychologist, 42(2), 99-107.
  • Johnson, B. & Christensen, L. (2004).Educational Research: Quantitative, Qualitative and Mixed Approaches.Pearson Education, Inc., Second Edition, 562 p, Boston.
  • Justice, C., Warry,W., Cuneo, C., Inglis, S., Miller, S., Rice, J., & Sammon, S. (2002). A grammar for inquiry: Linking goals and methods in a collaboratively taught social sciences inquiry course. McGraw-Hill Ryerson.
  • Khishfe, R., &Abd-El-Khalick, F. (2002).Influence of explicit and reflective versus implicit inquiry-oriented instructionon sixth graders’ views of nature of science.Journal of Research in Science Teaching, 39(7), 551–578.
  • Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. B., & Fredericks, J. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7, 313–350.
  • Lawson, A.E. (2010). Teaching inquiry science in middle and secondary schools. Los Angeles: Sage.
  • Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., Fishman, B., Soloway, E., Geier, R., & Tal R. T. (2004). Inquiry-Based Science in the Middle Grades: Assessment of Learning in Urban Systemic Reform. Journal of Research in Science Teaching, 41(10), 1063–1080.
  • Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry-based science instruction—What is it and does it matter? Results from a research synthesis years 1984 to 2002.Journal of Research in Science Teaching, 47(4), 474–496.
  • National Research Council. (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington, DC: National Academy Press.
  • Panasan, M., & Nuangchalerm, P. (2010).Learning outcomes of project-based and inquiry-based learning activities.Journal of Social Sciences, 6(2), 252-255.
  • Shymansky, J. A., Kyle, W. C., &Alport, J. M. (1983). The effects of new science curricula on students performance. Journal of Research in Science Teaching, 20(5), 387-404.
  • Spronken-Smitha, R., Walkera, R., Batchelorb, J., O’Steenc, B., &Angelod, T. (2012). Evaluating student perceptions of learning processes and intended learning outcomes under inquiry approaches. Assessment & Evaluation in Higher Education, 37(1), 57-72.
  • Staver, J.R., & Bay, M. (1987). Analysis of the project synthesis goal cluster orientation and inquiry emphasis of elementary science textbooks. Journal of Research in Science Teaching, 24, 629–43.
  • Wolf, S. J. &. Fraser, B. J. (2008). Learning environment, attitudes and achievement among middle-school science students using ınquiry-based laboratory activities.Research in Science Education, 38, 321-341.
  • Wu, H., & Hsiehb, C. (2006).Developing sixth graders’ ınquiry skills to construct explanations in ınquiry-based learning environments.International Journal of Science Education, 28(11), 1289–1313.

PRIMARY SCIENCE STUDENTS’ APPROACHES TO INQUIRY-BASED LEARNING

Year 2014, Volume: 3 Issue: 2, 76 - 84, 31.12.2014

Abstract

Pri-Sci-Net,an EU funded FP7, is a project that promotes inquiry-based learning in science at the primary education level through developing activities for teachers to use as well as setting up a Europe-wide network for professionals and academics in the area of Primary Science Education. In this context, two science activities, ‘The secret of the human body’ and ‘Pigment research’, were developed for the 9-11 age group and were applied to the students in this study.An observation protocol and semi-structured interviews with students were used for collecting data. The results of the study showed that students were convinced about, and realized the importance of, doing inquiry-based activities in learning science. Activities were mediated to create an inquiry-based social science environment. Even poor academic performance students were very active during the activities since all thoughts were considered valuable.

References

  • Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry? Journal of Science Teacher Education, 13(1), 1-12.
  • Blanchard, M. R., Southerland, S. A., & Granger, E. M. (2008). No silver bullet for inquiry: Making sense of teacher change following an inquiry-based research experience for teachers. Science Teacher Education, 93, 322-360.
  • Cuevas, P., Lee, O., Hart, J., &Deaktor, R. (2005).Improving science inquiry with elementary students of diverse backgrounds.Journal of Research in Science Teaching, 42(3), 337-357.
  • Dalton, B., & Morocco, C. C. (1997). Supported inquiry science: Teaching for conceptual change in urban and suburban science classrooms. Journal of Learning Disabilities, 30, 670–685.
  • Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Education Psychologist, 42(2), 99-107.
  • Johnson, B. & Christensen, L. (2004).Educational Research: Quantitative, Qualitative and Mixed Approaches.Pearson Education, Inc., Second Edition, 562 p, Boston.
  • Justice, C., Warry,W., Cuneo, C., Inglis, S., Miller, S., Rice, J., & Sammon, S. (2002). A grammar for inquiry: Linking goals and methods in a collaboratively taught social sciences inquiry course. McGraw-Hill Ryerson.
  • Khishfe, R., &Abd-El-Khalick, F. (2002).Influence of explicit and reflective versus implicit inquiry-oriented instructionon sixth graders’ views of nature of science.Journal of Research in Science Teaching, 39(7), 551–578.
  • Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. B., & Fredericks, J. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7, 313–350.
  • Lawson, A.E. (2010). Teaching inquiry science in middle and secondary schools. Los Angeles: Sage.
  • Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., Fishman, B., Soloway, E., Geier, R., & Tal R. T. (2004). Inquiry-Based Science in the Middle Grades: Assessment of Learning in Urban Systemic Reform. Journal of Research in Science Teaching, 41(10), 1063–1080.
  • Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry-based science instruction—What is it and does it matter? Results from a research synthesis years 1984 to 2002.Journal of Research in Science Teaching, 47(4), 474–496.
  • National Research Council. (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington, DC: National Academy Press.
  • Panasan, M., & Nuangchalerm, P. (2010).Learning outcomes of project-based and inquiry-based learning activities.Journal of Social Sciences, 6(2), 252-255.
  • Shymansky, J. A., Kyle, W. C., &Alport, J. M. (1983). The effects of new science curricula on students performance. Journal of Research in Science Teaching, 20(5), 387-404.
  • Spronken-Smitha, R., Walkera, R., Batchelorb, J., O’Steenc, B., &Angelod, T. (2012). Evaluating student perceptions of learning processes and intended learning outcomes under inquiry approaches. Assessment & Evaluation in Higher Education, 37(1), 57-72.
  • Staver, J.R., & Bay, M. (1987). Analysis of the project synthesis goal cluster orientation and inquiry emphasis of elementary science textbooks. Journal of Research in Science Teaching, 24, 629–43.
  • Wolf, S. J. &. Fraser, B. J. (2008). Learning environment, attitudes and achievement among middle-school science students using ınquiry-based laboratory activities.Research in Science Education, 38, 321-341.
  • Wu, H., & Hsiehb, C. (2006).Developing sixth graders’ ınquiry skills to construct explanations in ınquiry-based learning environments.International Journal of Science Education, 28(11), 1289–1313.
There are 19 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Ayse Oguz-unver This is me

Kemal Yurumezoglu

Publication Date December 31, 2014
Published in Issue Year 2014 Volume: 3 Issue: 2

Cite

APA Oguz-unver, A., & Yurumezoglu, K. (2014). PRIMARY SCIENCE STUDENTS’ APPROACHES TO INQUIRY-BASED LEARNING. International Online Journal of Primary Education, 3(2), 76-84.

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