ABSTRACT

Background

Scientific inquiry is a widely accepted methodology to promote science process skills. In inquiry activities, students develop their understanding by addressing questions, performing scientific research and interpreting results derived from their research. Developing these science skills to perform scientific inquiries is considered a learning objective in primary science education. Although this methodology yields good results, it can be too cognitively demanding for inexperienced students. Guides are therefore needed to support the development of novel inquirer activities.

Purpose

In the present work, a didactic strategy based on video-worked examples is proposed for guiding the inquiry process in an elementary education classroom.

Sample

This study included 30 elementary school students in the fifth and sixth grade from one rural school in Catalonia (eastern Spain).

Design and method

The present work is a case study in which a quantitative method is applied to achieve the research objectives. Six open-ended questions were used to analyse the performance of the different science process skills.

Results

Results confirm that the strategy based on the use of video-worked examples to support an inquiry activity provides students with a structure for the inquiry process, and in particular, improve their questioning, collection, processing and analysing skills. These data reinforce the idea that offering supports and instructions renders an opportunity to practise science process skills and improve the students’ understanding and application of these abilities. Moreover, video-worked examples supported transferring scientific skills to other scientific contexts.

Conclusions

The use of video-worked examples as a didactic strategy has a positive impact on the students’ inquiry behavior. This strategy promoted positive classroom dynamics reflected in improved students’ autonomy, collaborative work and motivation when performing an inquiry activity.

中文翻译：

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支持小学生科学过程技能发展的视频示例：电路探究活动中的案例研究

摘要

背景

科学探究是一种被广泛接受的促进科学过程技能的方法。在探究活动中，学生通过解决问题、进行科学研究和解释他们的研究得出的结果来发展他们的理解。发展这些科学技能以进行科学探究被认为是小学科学教育的学习目标。尽管这种方法产生了很好的结果，但对于没有经验的学生来说，它的认知要求太高了。因此需要指南来支持新的询问者活动的发展。

目的

在目前的工作中，提出了一种基于视频示例的教学策略，用于指导基础教育课堂的探究过程。

样本

这项研究包括来自加泰罗尼亚（西班牙东部）一所农村学校的 30 名五年级和六年级的小学生。

设计与方法

目前的工作是一个案例研究，其中应用定量方法来实现研究目标。六个开放式问题用于分析不同科学过程技能的表现。

结果

结果证实，基于使用视频示例支持探究活动的策略为学生提供了探究过程的结构，特别是提高了他们的提问、收集、处理和分析技能。这些数据强化了这样一种观点，即提供支持和指导为实践科学过程技能和提高学生对这些能力的理解和应用提供了机会。此外，视频示例支持将科学技能转移到其他科学环境中。

结论

使用视频实例作为教学策略对学生的探究行为产生积极影响。这一策略促进了积极的课堂动态，反映在学生进行探究活动时提高了学生的自主性、协作性和积极性。