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Student-question-based inquiry in science education
Studies in Science Education ( IF 4.9 ) Pub Date : 2019-01-02 , DOI: 10.1080/03057267.2019.1658059
Jaana Herranen 1 , Maija Aksela 1
Affiliation  

ABSTRACT Students’ questions have an important function in science learning, and in inquiry-based approaches. Inquiry teaching in which the students’ own questions are used is promising, but a holistic view of the research and practice is lacking. A systematic review was conducted on 30 articles, both research report articles as well as descriptive and evaluative report articles on the use of students’ questions as a starting point for inquiry-based science education. The review was carried out using deductive content analysis. This review concentrates especially on the formulation and utilisation of students’ questions in inquiry, the benefits of the reported approaches, and the roles that the teacher and the students take during student-question-based inquiry approaches. This review shows that there are various ways to obtain and use students’ questions. The results also highlight the teacher’s important role in inquiry teaching already in the planning phase. Moreover, the teacher’s role is affected by how much emphasise is placed on science learning, and how much value is put on the students’ questions. Finally, a model for student-question-based inquiry (the SQBI-model) for science education is presented. This model should be acknowledged also in the teacher education.

中文翻译:

科学教育中基于学生问题的探究

摘要 学生的问题在科学学习和基于探究的方法中具有重要作用。利用学生自己提问的探究式教学是有前景的,但缺乏对研究和实践的整体观。对 30 篇文章进行了系统评价,包括研究报告文章以及描述性和评估性报告文章,内容涉及使用学生问题作为探究式科学教育的起点。审查采用演绎内容分析法进行。本综述特别关注探究中学生问题的制定和利用、所报告方法的好处以及教师和学生在基于学生问题的探究方法中所扮演的角色。本次审查表明,有多种方法可以获取和使用学生的问题。结果还突出了教师在已经处于规划阶段的探究性教学中的重要作用。此外,教师的角色受到对科学学习的重视程度以及对学生问题的重视程度的影响。最后,提出了一种用于科学教育的基于学生问题的探究模型(SQBI 模型)。这种模式也应该在教师教育中得到承认。提出了一种用于科学教育的基于学生问题的探究模型(SQBI 模型)。这种模式也应该在教师教育中得到承认。提出了一种用于科学教育的基于学生问题的探究模型(SQBI 模型)。这种模式也应该在教师教育中得到承认。
更新日期:2019-01-02
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