通过苏格拉底式研讨探究法在小学科学中培养合作解决方案的认识空间

IF 2.2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Melinda Kirk, Russell Tytler, Peta J White, Joseph Paul Ferguson, Jo Raphael
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引用次数: 0

摘要

由于社会生态挑战的严峻性,需要增强青少年的能力,使他们能够自主地解决这些与科学有关的问题,这对于培养他们的代理公民意识至关重要。本文报告了一个小学科学项目,该项目采用苏格拉底研讨会的教学策略,让学生能够发表意见并合作解决当地/全球的社会生态挑战。在受 COVID-19 影响的世界中探索微生物,学生的能动性和调查实践被放在了首位。我们对学生主导的调查和讨论进行了符号学分析,为决策和行动提供依据。学生们进行了有科学依据的推理,提出了以证据为重点的问题,并参与了解决问题的合作论证。最后的 "科学家解决方案 "苏格拉底研讨会密切效仿科学界的做法,支持提出有证据依据的解决方案。本文对这一教学方法进行了解读。研究结果为小学科学课堂认识空间的性质和创建提供了信息,该认识空间通过苏格拉底研讨会过程促进了学生的科学质疑、探究决策和协作决策。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Fostering Epistemic Space for Collaborative Solutions in Primary Science Through a Socratic Seminar Inquiry Approach

Fostering Epistemic Space for Collaborative Solutions in Primary Science Through a Socratic Seminar Inquiry Approach

With the critical nature of socio-ecological challenges, the need to empower young people to generatively grapple with these science-related issues is crucial for developing their agentic citizenship. This paper reports on a primary science project that adopted a Socratic Seminar pedagogical strategy to enable student voice and collaborative solutions to a local/global socio-ecological challenge. Exploring microorganisms in a COVID-19-affected world, student agency and investigative practices were prioritised. We report a semiotic analysis of the student-led investigations and discussions informing decision-making and action. Students enacted scientifically grounded reasoning, posed evidence-focused questions and engaged in collaborative argumentation towards solutions. The culminating ‘Scientists for Solutions’ Socratic Seminar closely emulated the practices of the science community in supporting the generation of evidence-informed solutions. This paper unpacks this pedagogical approach. The findings inform the nature and creation of epistemic space within the primary science classroom that fosters student scientific questioning, inquiry decisions and collaborative decision-making through a Socratic Seminar process.

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来源期刊
Research in Science Education
Research in Science Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.40
自引率
8.70%
发文量
45
期刊介绍: 2020 Five-Year Impact Factor: 4.021 2020 Impact Factor: 5.439 Ranking: 107/1319 (Education) – Scopus 2020 CiteScore 34.7 – Scopus Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership. RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education. This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal. You should consider submitting your manscript to RISE if your research: Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and Advances our knowledge in science education research rather than reproducing what we already know. RISE will consider scholarly works that explore areas such as STEM, health, environment, cognitive science, neuroscience, psychology and higher education where science education is forefronted. The scholarly works of interest published within RISE reflect and speak to a diversity of opinions, approaches and contexts. Additionally, the journal’s editorial team welcomes a diversity of form in relation to science education-focused submissions. With this in mind, RISE seeks to publish empirical research papers. Empircal contributions are: Theoretically or conceptually grounded; Relevant to science education theory and practice; Highlight limitations of the study; and Identify possible future research opportunities. From time to time, we commission independent reviewers to undertake book reviews of recent monographs, edited collections and/or textbooks. Before you submit your manuscript to RISE, please consider the following checklist. Your paper is: No longer than 6000 words, including references. Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability; Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education; Internationalised in the sense that your work has relevance beyond your context to a broader audience; and Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE. While we encourage authors to submit papers to a maximum length of 6000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.
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