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ERIC Number: EJ898647
Record Type: Journal
Publication Date: 2010-Oct
Pages: 21
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-0950-0693
Finding Out How They Find It Out: An Empirical Analysis of Inquiry Learners' Need for Support
Mulder, Yvonne G.; Lazonder, Ard W.; de Jong, Ton
International Journal of Science Education, v32 n15 p2033-2053 Oct 2010
Inquiry learning environments increasingly incorporate modelling facilities for students to articulate their research hypotheses and (acquired) domain knowledge. This study compared performance success and scientific reasoning of university students with high prior knowledge (n = 11), students from senior high-school (n = 10), and junior high-school (n = 10) with intermediate and low prior knowledge, respectively, in order to reveal domain novices' need for support in such environments. Results indicated that the scientific reasoning of both groups of high-school students was comparable to that of the experts. As high-school students achieved significantly lower performance success scores, their expert-like behaviour was rather ineffective; qualitative analyses substantiated this conclusion. Based on these findings, implications for supporting domain novices in inquiry learning environments are advanced. (Contains 1 note, 1 table, and 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Higher Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A