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The development of dynamic inquiry performances within an open inquiry setting: A comparison to guided inquiry setting

机译：在开放式查询环境中动态查询性能的发展：与指导查询环境的比较

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摘要

Dynamic inquiry learning emphasizes aspects of change, intellectual flexibility, and critical thinking. Dynamic inquiry learning is characterized by the following criteria: learning as a process, changes during the inquiry, procedural understanding, and affective points of view. This study compared the influence of open versus guided inquiry learning approaches on dynamic inquiry performances among high-school biology students. We hypothesized that open inquiry students who engage in the inquiry process from its initial stage, participating in the decision making process of asking inquiry questions and planning all aspects of the inquiry, will outperform students who experienced guided inquiry, in terms of developing dynamic inquiry performances. Students were divided into two groups: guided and open inquiry learning approaches. Both groups were followed throughout their 2-year inquiry learning process. The data sources included interviews, students' inquiry summary papers, logbooks, and reflections. A quantitative content analysis of the two groups, using a dynamic inquiry performances index, revealed that open inquiry students used significantly higher levels of performances in the criteria changes during inquiry and procedural understanding. However, the study's results indicated no significant differences in the criteria learning as a process and affective points of view. The implementation of dynamic inquiry performances during inquiry learning may shed light on the procedural and epistemological scientific understanding of students conducting inquiries. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 1137-1160, 2009
机译：动态探究式学习强调变化，智力灵活性和批判性思维的各个方面。动态探究式学习的特征在于以下标准：作为一个过程的学习，探究过程中的变化，程序理解和情感观点。这项研究比较了开放式和指导式探究学习方法对高中生物学学生动态探究绩效的影响。我们假设，从最初阶段就参与调查过程，参与提出询问问题并计划询问的各个方面的决策过程的开放式询问学生，在发展动态询问性能方面将胜过经历过指导性询问的学生。 。学生分为两组：引导式学习和开放式探究学习方法。两组都进行了为期两年的探究学习过程。数据来源包括访谈，学生的询问摘要论文，日志和思考。使用动态探究绩效指数对两组进行的定量内容分析显示，公开探究学生在探究和程序理解过程中的标准变化中使用了更高水平的绩效。但是，研究结果表明，在学习过程和情感观点上的标准学习没有显着差异。在探究学习过程中动态探究表演的实施可能有助于对进行探究的学生进行程序和认识论的科学理解。 ©2009 Wiley Periodicals，Inc. J Res Sci Teach 46：1137-1160，2009

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    《Journal of Research in Science Teaching》 |2009年第10期|1137-1160|共24页
  • 作者

    Irit Sadeh; Michal Zion;

  • 作者单位

    School of Education, Bar-Ilan University, Ramat Gan 52900, Israel;

    School of Education, Bar-Ilan University, Ramat Gan 52900, Israel;

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