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首页> 外文期刊>Journal of the Korean Chemical Society >Instructional Influences of Explicit and Reflective Scientific Inquiry Learning Program about Nature of Scientific Inquiry
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Instructional Influences of Explicit and Reflective Scientific Inquiry Learning Program about Nature of Scientific Inquiry

机译：明确和反思性的科学探究学习程序对科学探究性质的教学影响

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摘要

In this study, we developed a explicit and reflective scientific inquiry learning program about nature of scientific inquiry, and compared its instructional influences with those of implicit scientific inquiry learning. We also compared students' perceptions of the program. Eighth graders at a middle school were assigned to the treatment and the control groups. The students of the treatment group participated in the program, while those of the control group participated in general scientific inquiry instruction. The analyses of the results revealed that the program was more effective in improving students' epistemological views on scientific inquiry than general scientific inquiry learning. However, there were no statistically significant differences in both test scores of science achievement and enjoyment of science lessons. The students of the treatment group perceived that group discussion on the nature of scientific inquiry was an advantage of the program. However, they still had difficulties in performing group discussion, understanding the nature of scientific inquiry, and writing and presenting their thoughts. Educational implications of these findings are discussed.
机译：在这项研究中，我们开发了一个关于科学探究性质的显性和反思性科学探究学习程序，并将其教学影响与隐式科学探究学习的教学影响进行了比较。我们还比较了学生对该计划的看法。将初中的八年级学生分配到治疗组和对照组。治疗组的学生参加了该计划，而对照组的学生则参加了一般的科学探究指导。对结果的分析表明，该计划比一般的科学探究学习更有效地提高了学生对科学探究的认识论观点。但是，科学成就和科学课的考试成绩在统计学上没有显着差异。治疗小组的学生认为，关于科学探究性质的小组讨论是该计划的优势。但是，他们在进行小组讨论，理解科学探究的本质以及写作和表达思想方面仍然遇到困难。讨论了这些发现的教育意义。

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