• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Journal of Physics: Conference Series >Argument-based inquiry lab activity on microbiological water analysis for pre-service biology teachers
【24h】

Argument-based inquiry lab activity on microbiological water analysis for pre-service biology teachers

机译：职前生物学教师基于参数的微生物水分析查询实验室活动

获取原文
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Lab activity is a critical part of microbiology course for pre-service biology teachers. So far, cookbook microbiology practices were used to be applied instead of inquiry and argument-based activities. Scientific argumentation is not only for socioscientic issues, but also for lab activities for improving students scientific argumentation skills. The aim of this study was to investigate the students' learning experience and scientific argumentation skills in a microbiology argument-based inquiry lab activity. The most probable number (MPN) methods were designed to analyse drinking water samples by detecting the presence of coli fecal bacteria. The observation method was used to assess learning experiences for the students. Meanwhile, scientific argumentation skills were assessed by using argument level criteria from students worksheets and lab report. The lab activity was following 8 steps: 1) introducing the problems and investigation questions; 2) formulating initial group arguments and hypothesis; 3) designing and conducting the experiment; 4) analyzing data and formulating group arguments; 5) enganging in argumentation session 6) writing lab report 7) doing peer-review; and 8) writing revision and evaluating the report. The results showed that the argument-based inquiry lab activity improving students scientific argumentation, especially in making data as evidence for their claims. The students also responded that the activity made them have more undertanding and interest in microbiology.
机译：实验室活动对于职前生物学教师来说是微生物学课程的重要组成部分。到目前为止，已经使用了食谱微生物学实践来代替询问和基于争论的活动。科学论证不仅涉及社会科学问题，而且还涉及提高学生科学论证技能的实验室活动。这项研究的目的是在基于微生物论证的探究实验室活动中研究学生的学习经验和科学论证技能。通过检测大肠杆菌粪便细菌的存在，设计了最可能的数量（MPN）方法来分析饮用水样品。观察法被用来评估学生的学习经历。同时，通过使用学生工作表和实验室报告中的论证标准来评估科学论证技能。实验室活动分为8个步骤：1）介绍问题和调查问题; 2）制定初始群体论点和假设; 3）设计并进行实验; 4）分析数据并制定组参数; 5）参加辩论会议6）撰写实验报告7）进行同行评审; 8）撰写修订并评估报告。结果表明，基于论证的查询实验室活动提高了学生的科学论证能力，特别是在将数据作为其主张的证据方面。学生们还回答说，这项活动使他们对微生物学有了更多的了解和兴趣。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号