Science Camps for Introducing Nature of Scientific Inquiry Through Student Inquiries in Nature: Two Applications with Retention Study

Research in Science Education - Scientific inquiry is widely accepted as a method of science teaching. Understanding its characteristics, called Nature of Scientific Inquiry (NOSI), is also...     

Quality of argumentation by seventh-graders in local socioscientific issues

The study's purpose was to evaluate the quality of argumentations presented by students in relation to local socioscientific issues (SSIs). The participants, 36 seventh-grade students from state schools, were divided into three learning groups—outdoor group, newspaper group, and presentation group. Five local environment-related SSIs were selected: an artificial lake, chicken coops, leather tanneries, base stations, and hydroelectric power plants (HPPs). Different data sources were provided to each group pertaining to their SSIs. The outdoor group learned through field trips, the newspaper group acquired information through newspapers, and the presentation group learned via presentations. Each group gathered data from their unique learning sources, which then formed the basis of their arguments. After a pilot study, each group experienced the same argumentation practice within smaller groups. The recorded discussions were transcribed, and the qualities of 582 argumentation episodes chronicled over a period of 10 weeks were evaluated using an analytical assessment tool. It emerged that the quality of argumentations of each group varied by the data sources and the contexts of the SSIs. While the newspaper group displayed the best performance in 4 out of 5 issues, the outdoor group had the lowest performance overall. In terms of generating high-quality argumentations about the artificial lake, chicken coops, and base stations, the newspaper group ranked top, followed by the presentation group, and then the outdoor group. HPPs proved to be the most challenging context for students across all groups. The study sums up with discussions of the differences between the quality of argumentations of the various groups and the implications of the study's conclusions.     

Perceptions of Eighth Graders Concerning the Aim,Effectiveness, and Scientific Basis of Pseudoscience: the Case of Crystal Healing

Research in Science Education - Practices such as astrology or crystal healing can be defined as pseudoscience. Against pseudoscience, one of the major responsibilities of science education must be...     

Changes in Students’ Views about Nature of Scientific Inquiry at a Science Camp

Although nature of science (NOS) and nature of scientific inquiry (NOSI) are related to each other, they are differentiated as NOS is being more related to the product of scientific inquiry (SI) which is scientific knowledge whereas NOSI is more related to the process of SI (Schwartz et al. 2008). Lederman et al. (Journal of Research in Science Teaching, 51, 65–8, 2014) determined eight NOSI aspects for K-16 context. In this study, a science camp was conducted to teach scientific inquiry (SI) and NOSI to 24 6th and 7th graders (16 girls and 8 boys). The core of the program was guided inquiry in nature. The children working in small groups under guidance of science advisors conducted four guided-inquiries in the nature in morning sessions on nearby plants, animals, water, and soil. NOSI aspects were made explicit during and at the end of each inquiry session. Views about scientific inquiry (VASI) (Lederman et al. Journal of Research in Science Teaching, 51, 65–8, 2014) questionnaire was applied as pre- and post-test. The results of the study showed that children developed in all eight NOSI aspects, but higher developments were observed in “scientific investigations all begin with a question” and “there is no single scientific method,” and “explanations are developed from data and what is already known” aspects. It was concluded that the science camp program was effective in teaching NOSI.