Student-question-based inquiry in science education

IF 4.7 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Science Education Pub Date : 2019-01-02 DOI:10.1080/03057267.2019.1658059

Jaana Herranen, M. Aksela

{"title":"Student-question-based inquiry in science education","authors":"Jaana Herranen, M. Aksela","doi":"10.1080/03057267.2019.1658059","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"55 1","pages":"1 - 36"},"PeriodicalIF":4.7000,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2019.1658059","citationCount":"39","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studies in Science Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/03057267.2019.1658059","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 39

Abstract

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.

查看原文本刊更多论文

科学教育中的学生问题探究

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。利用学生自己的问题进行探究式教学是有前景的，但缺乏对研究和实践的全面认识。对30篇文章进行了系统综述，包括研究报告文章以及描述性和评价性报告文章，这些文章都是关于将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。这篇综述特别关注学生在探究中问题的形成和利用，所报道的方法的好处，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。这篇综述表明，获取和使用学生问题的方式多种多样。研究结果也突出了教师在探究教学中的重要作用，探究教学已经处于计划阶段。此外，教师的角色受到对科学学习的重视程度和对学生问题的重视程度的影响。最后，提出了一个面向科学教育的学生问题探究模型（SQBI模型）。这种模式在教师教育中也应得到承认。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Studies in Science Education EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

15.30

自引率

2.00%

发文量

审稿时长

>12 weeks

期刊介绍： The central aim of Studies in Science Education is to publish review articles of the highest quality which provide analytical syntheses of research into key topics and issues in science education. In addressing this aim, the Editor and Editorial Advisory Board, are guided by a commitment to: maintaining and developing the highest standards of scholarship associated with the journal; publishing articles from as wide a range of authors as possible, in relation both to professional background and country of origin; publishing articles which serve both to consolidate and reflect upon existing fields of study and to promote new areas for research activity. Studies in Science Education will be of interest to all those involved in science education including: science education researchers, doctoral and masters students; science teachers at elementary, high school and university levels; science education policy makers; science education curriculum developers and text book writers. Articles featured in Studies in Science Education have been made available either following invitation from the Editor or through potential contributors offering pieces. Given the substantial nature of the review articles, the Editor is willing to give informal feedback on the suitability of proposals though all contributions, whether invited or not, are subject to full peer review. A limited number of books of special interest and concern to those involved in science education are normally reviewed in each volume.