Journal article | Zeitschriftenartikel

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

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.

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

Urheber*in: Mulder, Yvonne G.; Lazonder, Ard W.; Jong, Ton de

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Umfang
Seite(n): 37
Sprache
Englisch
Anmerkungen
Status: Postprint; begutachtet (peer reviewed)

Erschienen in
International Journal of Science Education

Thema
Bildung und Erziehung
Unterricht, Didaktik
empirisch

Ereignis
Geistige Schöpfung
(wer)
Mulder, Yvonne G.
Lazonder, Ard W.
Jong, Ton de
Ereignis
Veröffentlichung
(wo)
Vereinigtes Königreich
(wann)
2009

DOI
URN
urn:nbn:de:0168-ssoar-204284
Rechteinformation
GESIS - Leibniz-Institut für Sozialwissenschaften. Bibliothek Köln
Letzte Aktualisierung
21.06.2024, 16:27 MESZ

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Objekttyp

  • Zeitschriftenartikel

Beteiligte

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

Entstanden

  • 2009

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