Auswahl der wissenschaftlichen Literatur zum Thema „Scientific Inquiry (SI)“

This study was carried out to determine adolescents’ perception of scientific inquiry (SI) in nature and the effect of a science camp on those perceptions. Eleven science campers (14 to 16 years old) participated in this research during a science camp. Pre- and post-test included open questions and drawing tasks. The campers’ drawings were analyzed to assess their out-of-school perceptions related to SI. The aim was to clarify what phases and factors the campers associated with SI in nature, and how their perceptions differ after participating at a science camp. The findings suggest that the phases of SI were well known before the camp, but minor developments in campers’ perceptions of the phases of SI did occur. In the drawing analysis, symbols from a range of areas were identified. The symbols most frequently referred to the natural environment. The drawings in the post-test were generally more detailed than those in the pre-test. In particular, symbols of technology and laboratory equipment appeared more frequently after the science camp.

<p class="Abstrak"><strong>Abstract:</strong> Socio Scientific inquiry, Guided Inquiry, and Structured Inquiry are fundamental investigative learning problems and process oriented. The three strategies implemented in biology learning at the upper secondary level were then evaluated and compared. The purpose of this study was to compare the three levels of inquiry strategies in improving students' cognitive abilities. Cognitive tests used as the dependent variable in this study using anova test analysis. The results showed that the three levels of inquiry significantly improved cognitive abilities and there were significant differences in SSIq with GI and SI.</p><strong>Abstrak:</strong> <em>Socio Scientific Inquiry, Guided Inquiry, </em>dan<em> Structured Inquiry</em> merupakan pembelajaran investigasi yang mendasar dari masalah dan berorientasi pada proses. Ketiga strategi tersebut dilaksanakan dalam pembelajaran mata pelajaran Biologi pada tingkat menengah atas kemudian dievaluasi dan dibandingkan. Tujuan penelitian ini adalah untuk membandingkan ketiga level strategi inkuiri dalam meningkatkan kemampuan kognitif siswa. Tes kognitif yang digunakan sebagai variabel terikat pada penelitian ini dengan menggunakan analisis uji anova. Hasil menunjukkan ketiga level inkuiri dapat meningkatkan kemampuan kognitif secara signifikan dan ada perbedaan secara signifikan SSIq dengan GI dan SI.

In 2016, the Program for International Student Assessment (PISA) showed that approximately 44.4% of students in Turkey obtained very low grades when their scientific knowledge was evaluated. In addition, the vast majority of students were shown to have no knowledge of basic scientific terms or concepts. Science teachers play a significant role in facilitating students’ understanding of science, conceptions of scientific inquiry (SI) and the nature of science (NOS), and the transfer of those conceptions into classroom practice. Therefore, in this paper, I present my experiences of blending problem-based learning (PBL) and the history of science (HOS) with technological approaches. The study aimed to determine the effectiveness of this innovative approach in improving pre-service science teachers’ SI views. The Views about Scientific Inquiry (VASI) questionnaire was used as a data collection tool (Lederman et al., 2014). The findings showed that most of the views of pre-service science teachers improved for all SI items except “Consistent with data collected.” The results also indicated that the teachers that used these approaches were able to overcome initial barriers in preparing lesson plans for teaching science and SI.

A Science Teachers’ Professional Development (PD) Program on Nature of Scientific Knowledge (NOSK) aspects is designed, implemented and evaluated, based on the cycle of expansive learning. A needs analysis showed that NOSK is not explicitly included in Greek Science classes and its integration might be a solution to students’ indifference towards them (questioning phase). A relevant literature review highlights three approaches to teach NOSK: through History of Science (HOS), Scientific Inquiry (SI) and Socio-scientific Issues (SSI). The PD-program includes all three, in that order, to provide the 49 participant-teachers alternative paths to embed NOSK in more school science units, designed according to the community of trainees’ Cultural-Historical characteristics and the Principles of Adult Education (analysis and modelling phases). Teachers examine and test the new model (4th phase) through a voluntary assignment to design and present a lesson plan to the plenary. The implementation phase consists of teaching in the classroom and a 5th meeting, finishing with a 6th meeting (reflecting phase). Arisen contradictions are dealt to evolve the whole activity system. Works for evaluation are included in all phases. Results to that point show that the PD-program is successful.

Abstract: Science education researchers agree that a better understanding of Scientific Inquiry (SI) is one of the main objectives of Scientific Literacy. Considering the Brazilian scenario in which SI is being implemented as a proposal for science education based on Base Nacional Comum Curricular (BNCC), the aim of this study was to assess the notions of 169 elementary school students regarding SI by administering the VASI questionnaire. This study had a qualitative approach, we categorized the answers in Naïve, Mixed and Informed according to the 8 aspects of SI proposed on the original questionnaire. A low percentage of answers were classified as Mixed or Informed. The results corroborate to the argument that activities that prioritize the doing inquiry do not necessarily lead the students knowing inquiry. We consider that the VASI questionnaire can be applied by teachers now that different curricula based on investigation are been adopted in Brazil.

Il presente lavoro analizza i presupposti ontologici della metodologia scientifica identificata nella formula “riduzione consapevole e cooperante”. Viene studiata l’idea di essere sottesa alle riduzioni scientifiche, distinguendo tra riduzioni legittime e riduzionismo inadeguato, per valutare all’interno della metodologia clinica la complessità dell’agire scientifico. Si sono quindi ricercate le radici ontologiche della complessità nella scienza, approdando così al realismo dimensionale teorizzato per primo da Viktor Frankl. La rigorizzazione di questo modello analitico ci ha condotti a recuperare il tema filosofico dell’analogia quale strumento importante per la razionalità scientifica, in grado mantenere in tensione feconda tra loro i diversi elementi del discorso epistemologico. Questo percorso si è quindi sviluppato sulle condizioni di possibilità della conoscenza umana, rintracciando nella nozione di “potenzialità futura” il tratto distintivo dell’impresa conoscitiva. Il tema è quindi stato approfondito nei suoi fondamenti ontologici principali, analizzando i concetti di potenzialità e possibilità applicati all’ambito conoscitivo. La fondazione ontologica del modello conoscitivo analizzato viene pertanto trovata in un essere analogico, vale a dire composto su diversi livelli non esauribili concettualmente dall’indagine scientifica, ma neppure estranei alla capacità d’indagine umana. ---------- The present work develops the ontological presuppositions of scientific methodology labeled as “aware and cooperative reduction”. The idea of being underlying scientific reduction is analyzed by distinguishing among legitimate and improper reductionism. This framework is useful to assess within the context of clinical methodology the complexity of scientific practice. We also focus on the ontological roots of complexity in science, reaching to what Viktor Frankl has named “dimensional realism”. Thanks to this analytical model we recovered the theme of analogy as an important instrument of scientific rationality, which allows to keep together both the objective and the subjective instances of the epistemological domain. This speculative path lead us to ask about the conditions of possibility of human knowledge. In so doing, we have found the notion of “future potentiality” to be the mark of human knowledge. The result of our inquiry is that “analogical being” is the ontological foundation of scientific methodology. The ontological idea of “analogy” conveys an understanding of being constituted by different levels, or dimensions, which are not conceptually exhaustible within scientific research, but which are nevertheless accessible by human investigation.

Abstract. The challenges for sociology posed by global environmental crises are two-fold. First, the growing prevalence of environmental dilemmas in global society demand that a globalizing sociology also be an environmental sociology. This requires the discipline to refine its ability to integrate environmental influences into its conceptual frameworks on social change. Second, the effectiveness of society’s strategic responses to environmental crises depends on the degree to which understanding the generation of environmental problems and responding to them are sociologically informed. Consequently, sociologists can make important contributions to environmental improvement, through sociological research on environmental discourses within civil society. However, this can only be done if the first challenge is addressed. In this paper, we highlight coupled socioecological systems functioning in an embedded hierarchy of local, regional, and global scales. Strategic environmental response depends particularly on governance structures and the production and accessibility of knowledge and we focus our discussion on these two domains. Global environmental changes have introduced multiple sources of challenge for nation-states and for the ways in which democratic participation in governance becomes operative. The dramatic shifts in governance fomented by environmental concern in and of themselves require sociological attention; sociologists also have a role in evaluating the efficacy of these organizational networks for addressing environmental crises. Second, we turn our attention to the means by which these environmental changes have challenged the production of knowledge about the environment. For example, the limits of traditional methods of scientific inquiry accompany an erosion in society’s confidence in science as a harbinger of progress, all the while simultaneously pushing science — however reluctantly for scientists themselves — into a position of political prominence. We close with suggestions for future sociological attention to governance and knowledge, and the ways this projects sociology more effectively into the global milieu in which environmental change will be increasingly salient. Résumé. Les défis que constitue la crise environnementale pour la sociologie présentent un double aspect. Tout d’abord, la prévalence des dilemmes environne mentaux dans une société mondiale exige d’une sociologie mondialisante qu’elle soit également une sociologie environnementale. Cela exige donc que cette discipline soit davantage en mesure d’intégrer à ses cadres conceptuels les influences que peuvent avoir les changements environnementaux sur les changements sociaux. En second lieu, l’efficacité potentielle des interventions stratégiques d’une société en regard des crises environnementales dépend de la mesure dans laquelle la sociologie éclaire notre compréhension de la source des problèmes environnementaux et de la manière d’y réagir. Par conséquent, les sociologues sont en mesure d’apporter d’importantes contributions à l’amélioration de l’environnement, en amenant la recherche sociologique à s’appuyer sur les discours environnementaux qui ont cours dans la société civile. Toutefois, on ne peut y arriver que si l’on aborde le premier défi. Dans cet article, nous mettons brièvement en lumière les moyens par lesquels les systèmes, social et écologique, sont mutuellement constitutifs, c’est-à-dire qu’ils sont des systèmes socio-écologiques associés qui fonctionnent dans une hiérarchie enchâssée d’échelles locale, régionale et mondiale. Ensuite, parce que la stratégie d’intervention environnementale dépendra en particulier des structures de gouvernance ainsi que de la production et de l’accessibilité des connaissances, nous analysons en détail ces deux domaines. Les changements environnementaux à l’échelle planétaires ont introduit de nombreux défis de tous types pour les nations-États et quant aux manières dont se met en oeuvre la participation démocratique à la gouvernance. Deuxièmement, nous étudierons les moyens par lesquels les changements environnementaux mondiaux ont, dans le même ordre d’idées, remis en question la production de connaissances sur l’environnement. Par exemple, les limites des méthodes traditionnelles d’investigation scientifique sont mises à jour, en même temps qu’elles propulsent la science sur la scène politique. D’autres formes de connaissances agissent également comme des « contre-connaissances » envers la dominance épistémique de la science sur l’environnement. Nous terminons l’article par quelques suggestions quant à l’attention de nature sociologique qu’il faudra porter dans le futur à la gouvernance et à la connaissance, et par un examen de la façon dont cela projette la sociologie tout de bon dans le milieu planétaire dans lequel les changements environnementaux seront de plus en plus marquants.

Nature of Science (NOS) har varit i utbildares och forskares blickfång länge. Elevers kunskaper är av intresse att analysera eftersom det kan bidra till en utveckling av lärares undervisning och förståelse av lärandeprocesser i no-ämnena. Syftet med studien var att analysera hur elever i årskurs 4 ser på vad som är en vetenskaplig undersökning och ett experiment. Den data som används i studien består av redan insamlade frågeformulär från 2019. Studiens data analyseras genom en innehållsanalys. Resultatet visar att elevers kunskaper om undersökningar och experiment är varierande. Eleverna ger exempel på att undersökningar kan innefatta att antingen titta först och sedan ställa en fråga eller tvärtom och att ett experiment kan innebära att blanda eller att prova sig fram. Lärare kan utveckla sin undervisning genom att exempelvis använda elevnära innehåll som eleven känner igen och kan relatera till eller använda modeller och metoder för att visa på systematik och underbyggda slutsatser för att bidra till en högre förståelse om naturvetenskaplig kunskap hos eleverna.