Details
| Original language | English |
|---|---|
| Pages (from-to) | 2367-2387 |
| Number of pages | 21 |
| Journal | International Journal of Science Education |
| Volume | 38 |
| Issue number | 15 |
| Publication status | Published - 1 Nov 2016 |
| Externally published | Yes |
Abstract
Keywords
- inquiry based learning, experimentation, conceptual change, students' conceptions, learning process, science competition, students’ conceptions, Inquiry-based learning
ASJC Scopus subject areas
- Social Sciences(all)
- Education
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In: International Journal of Science Education, Vol. 38, No. 15, 01.11.2016, p. 2367-2387 .
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Learning experimentation through science fairs
AU - Paul, Jürgen
AU - Lederman, Norman G.
AU - Groß, Jorge
N1 - Publisher Copyright: © 2016 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2016/11/1
Y1 - 2016/11/1
N2 - Experiments are essential for both doing science and learning science. The aim of the German youth science fair, Jugend forscht, is to encourage scientific thinking and inquiry methods such as experimentation. Based on 57 interviews with participants of the competition, this study summarises students’ conceptions and steps of learning about experimentation, taking into account age disparities. Five distinct subdomains of learning were identified in which learning processes may occur. These subdomains are procedure, purpose, material, control, and time. The three separate age groups used slightly different concepts but all the participants took the same or very similar steps of learning independent of their age. Two main reasons for conceptual developments could be detected: Firstly, the participating students had the opportunity to work using methodology similar to the commonly accepted scientific path of knowledge. Secondly, due to communication processes during the competition, a purposive reflection of their own project was promoted. With respect to different educational levels, experimentation proves to be a complex scientific framework that will be learnt step by step throughout students’ education. We therefore argue for a stronger anchoring of research experiments embedded in open or authentic inquiry to be included in science lessons at school.
AB - Experiments are essential for both doing science and learning science. The aim of the German youth science fair, Jugend forscht, is to encourage scientific thinking and inquiry methods such as experimentation. Based on 57 interviews with participants of the competition, this study summarises students’ conceptions and steps of learning about experimentation, taking into account age disparities. Five distinct subdomains of learning were identified in which learning processes may occur. These subdomains are procedure, purpose, material, control, and time. The three separate age groups used slightly different concepts but all the participants took the same or very similar steps of learning independent of their age. Two main reasons for conceptual developments could be detected: Firstly, the participating students had the opportunity to work using methodology similar to the commonly accepted scientific path of knowledge. Secondly, due to communication processes during the competition, a purposive reflection of their own project was promoted. With respect to different educational levels, experimentation proves to be a complex scientific framework that will be learnt step by step throughout students’ education. We therefore argue for a stronger anchoring of research experiments embedded in open or authentic inquiry to be included in science lessons at school.
KW - inquiry based learning
KW - experimentation
KW - conceptual change
KW - students' conceptions
KW - learning process
KW - science competition
KW - students’ conceptions
KW - Inquiry-based learning
UR - http://www.scopus.com/inward/record.url?scp=84994138785&partnerID=8YFLogxK
U2 - 10.1080/09500693.2016.1243272
DO - 10.1080/09500693.2016.1243272
M3 - Article
VL - 38
SP - 2367
EP - 2387
JO - International Journal of Science Education
JF - International Journal of Science Education
SN - 0950-0693
IS - 15
ER -