Type:

Other

Description:

This study was designed to develop measures of student competence in conducting scientific inquiry. Two assessment techniques were developed. The first measures Scientific Inquiry Capabilities, variables which are indicators of diverse aspects of competence in conducting scientific inquiry. The second measures Scientific Discovery, an indicator of success in attaining scientific concepts as a result of direct investigations into natural phenomena. Thirty-two high school students were presented with tasks requiring the building and testing of logical-mathematical models of natural phenomena. The relationship between each Scientific Inquiry Capability and success in making discoveries was tested. Several Inquiry Capabilities were identified as strongly correlated with success in Discovery, notably: Proportional Reasoning, the Coordination of Theory with Evidence, and the Disposition to Search for Necessary Underlying Principles.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

Discovery Learning,NSDL,Active Learning,Education Foundations,Undergraduate (Lower Division),Piaget (Jean),Inquiry,High Schools,Physics Education Research,General,Assessment,Competence,Graduate/Professional,Sinking,General Physics,Student Evaluation,oai:nsdl.org:2200/20061003065850042T,Scientific Concepts,Density (Matter),Science Education,Flotation,Inquiry Learning,Higher Education,Undergraduate (Upper Division),Physics,Instruments,Education Practices,High School,NSDL_SetSpec_439869,Vocational/Professional Development Education,Education

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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