Vplyv výskumne ladeného prístupu na rozvoj spôsobilostí vedeckej práce žiakov nižšieho sekundárneho stupňa vzdelávania

Katarina Kotuľáková; Dávid Dlholucký; Lucia Palicová; Lenka Šprláková

doi:10.14712/18047106.1324

Vol. 10 No. 2 (2019): SciED Research Reports

Effect of inquiry instruction on lower secondary students’ science process skills

Katarina Kotuľáková, Dávid Dlholucký, Lucia Palicová, Lenka Šprláková,

DOI: https://doi.org/10.14712/18047106.1324

pdf (Czech)

How to Cite

Kotuľáková, K., Dlholucký, D., Palicová, L., & Šprláková, L. (2020). Effect of inquiry instruction on lower secondary students’ science process skills. Scientia in Educatione, 10(2), 2-19. https://doi.org/10.14712/18047106.1324

Download Citation

Abstract

Science curriculum emphasizes scientific knowledge, as well as science process skills (SPS) as the means that enable students to understand scientific concepts fully. Inquiry approach which develops these skills seems to be essential. The aim of the study was to investigate the effect of new designed material on SPS of students who had not experienced inquiry approach teaching before (experimental group) and compare it with SPS of students who use common material (textbooks) and dominant deductive teacher-centered approach still typical for Slovak schools (control group). Study was carried out with 80 eight grade pupils. Pupils’ inquiry reports were analyzed. After intervention the experimental and the control group solved test tasks and results were compared. Results showed that inquiry approach had a significant effect on improvement of pupils’ SPS, especially the ones with low success rate at the beginning, proposing how to test formulated hypothesis and inferring. Some common features of the most problematic SPS were identified. Our findings contribute to the discussion about importance of investment into developing procedural knowledge.

References

Abdi, A. (2014). The effect of inquiry-based learning method on students’ academic achievement in science course. Universal Journal of Educational Research, 2(1), 37–41. https://doi.org/10.13189/ujer.2014.020104 Open DOI Search in Google Scholar
Akben, N. (2015). Improving science process skills in science and technology course activities using an inquiry method. Education and Science, 40(179), 111–132. https://doi.org/10.15390/EB.2015.4266 Open DOI Search in Google Scholar
Anderson, R.D. (2002). Reforming science teaching: What research says about inquiry? Journal of Science Teacher Education, 13(1), 1–12. https://doi.org/10.1023/A:1015171124982 Open DOI Search in Google Scholar
APVV-10-0070. (2019). Dostupné z http://pdf.truni.sk/katedry/kch/veda-vyskum?apvv-14-70-2014-2019 Search in Google Scholar
Artayasa, I.P., Susilo, H., Lestari, U. & Indriwati, S.E. (2017). The effectiveness of the three levels of inquiry in improving teacher training students’ science process skills. Journal of Baltic Science Education, 16(6), 908–918. Search in Google Scholar
Balogová, B. & Ješková, Z. (2016). Mapovanie bádateľských zručností žiakov stredných škôl. Biológia, ekológia, chémia, 20(3), 19–25. Search in Google Scholar
Bybee, R.W., Taylor, J.A., Gardner, A., Van Scotter, P., Powell, J.C., Westbrook, A. & Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness. Colorado Springs, CO: BSCS. Dostupné z http://bscs.org/sites/default/files/ legacy/BSCS 5E Instructional Model-Full Report.pdf Search in Google Scholar
Beaumont-Walters, Y. & Soyibo, K. (2001). An analysis of high school students’ performance on five integrated science process skills. Research in Science and Technological Education, 19(2), 133–145. https://doi.org/10.1080/02635140120087687 Open DOI Search in Google Scholar
Bell, R. L., Smetana, L. & Binns, I. (2005). Simplifying inquiry instruction. The Science Teacher, 72(7), 30–33. Search in Google Scholar
Capps, D.K. & Crawford, B.A. (2013). Inquiry based instruction and teaching about nature of science: Are they happening? Journal of Science Teacher Education, 24(3), 497–526. https://doi.org/10.1007/s10972-012-9314-z Open DOI Search in Google Scholar
Coil, D., Wenderoth, M. P., Cunningham, M. & Dirks, C. (2010). Teaching the process of science: faculty perceptions and an effective methodology. CBE – Life Sciences Education, 9(4), 524–535. https://doi.org/10.1187/cbe.10-01-0005 Open DOI Search in Google Scholar
Colvill, M. & Pattie, I. (2002). Science skills – The building blocks for scientific literacy. Investigating: Australian Primary and Junior Scientific Journal, 18(3), 20–22. Search in Google Scholar
Demkanin, P., Bartošovič, L. & Velanová, M. (2012). Simple multiplication as a form of presenting experience with introducing data loggers to physics teachers who do not have any experience with usage of such tools in education. In EDULEARN 12 Proceedings (2993–3002). Barcelona: IATED. Dostupné z http://www.ddp.fmph.uniba.sk/∼bartosovic/papers/Edulearn 2012.pdf Search in Google Scholar
DeSign. (2019). Dostupné z https://www.iteea.org/STEMCenter/6ELearningbyDeSIGN.aspx Search in Google Scholar
Driver, R., Guesne, E. & Tiberghien, A. (1985). Children’s ideas in science. Buckingham: Open University Press. Search in Google Scholar
Duit, R., Gropengießer, H., Kattmann, U., Komorek, M. & Parchmann, I. (2012). The model of educational reconstruction – a framework for improving teaching and learning science. In D. Jorde & J. Dillon (Eds.), Science education research and practice in Europe. Cultural Perpectives in Science Education, vol 5. (13–37). Rotterdam: Search in Google Scholar
SensePublishers. https://doi.org/10.1007/978-94-6091-900-8 2 Open DOI Search in Google Scholar
Durmaz, H. & Mutlu, S. (2016). The effect of an instructional intervention on elementary students’ science process skills. The Journal of Educational Research, 110(4), 433–445. https://doi.org/10.1080/00220671.2015.1118003 Open DOI Search in Google Scholar
Eisenkraft, A. (2003). Enhancing the 5E model. The Science Teacher, 70(6), 56–59. Search in Google Scholar
Fraenkel, J.R. & Wallen, N.E. (2009). How to design and evaluate research in education (7th ed.). New York: McGraw-Hill. Search in Google Scholar
Fradd, S. H., Lee, O. & Sutman, M.K. (2001). Promoting science literacy with English learners through instructional materials development: A case study. Bilingual Research Journal, 25(4), 417–439. https://doi.org/10.1080/15235882.2001.11074464 Open DOI Search in Google Scholar
German, P. J. & Aram, R. J. (1996). Student performances on the science processes of recording data, analyzing data, drawing conclusions, and providing evidence. Journal of Research in Science Education, 33(7), 773–798. https://doi.org/10.1002/(SICI)1098-2736(199609)33:7<773::AID-TEA5>3.0.CO;2-K Open DOI Search in Google Scholar
Hardianti, T. & Kuswanto, H. (2017). Difference among levels of inquiry: process skills improvement at senior high school in Indonesia. International Journal of Instruction, 10(2), 119–130. Dostupné z http://www.e-iji.net/dosyalar/iji 2017 2 8.pdf Search in Google Scholar
Harlen, W. (1999). Purposes and procedures for assessing science process skills. Assessment in Education: Principles, Policy and Practice, 6(1), 129–144. Search in Google Scholar
Harlen, W. (2000). The teaching of science in primary school. London: David Fulton Publishers Ltd. Search in Google Scholar
Harlen, W. (2006). Teaching, learning and assessing science (5–12). London: SAGE Publications Ltd. Search in Google Scholar
Held, L., Žoldošová, K., Orolínová, M., Juricová, I. & Kotuľáková, K. (2011). Výskumne ladená koncepcia prírodovedného vzdelávania (IBSE v slovenskom kontexte). Trnava: Typi Universitatis Tyrnaviensis. Search in Google Scholar
Hodosyová, M., Útla, J., Vanyová, P. & Lapitková, V. (2015). The development of science process skills in physics education. Social and Behavioral Sciences, 186(2015), 982–989. https://doi.org/10.1016/j.sbspro.2015.04.184 Open DOI Search in Google Scholar
Chessin, D. A. & Moore, V. J. (2004). The 6-E learning model. Science and Children, 42(3), 47–49. Dostupné z http://science.nsta.org/enewsletter/2005-05/sc0411 47.pdf Search in Google Scholar
Choirunnisa, N. L., Prabowo, P. & Suryanti, S. (2018). Improving science process skills for primary school students through 5E unstructional model-based learning. IOP Conf. Series: Journal of Physics: Conf. Series 947. https://doi.org/0.1088/1742-6596/947/1/012021 Search in Google Scholar
Kanli, U. & Yagbasan, R. (2008). The effects of a laboratory approaches on the development of university students’ science process skills and conceptual achievement. Essays in Education, Special Edition, 143–153. Search in Google Scholar
Kibnis, N. (2011). Errors in science and their treatment in teaching science. Science in Education, 20(7), 655–685. https://doi.org/10.1007/s11191-010-9289-0 Open DOI Search in Google Scholar
Kim, M. & Chin, C. (2011). Pre-service teachers’ views on practical work with inquiry orientation in textbook-oriented science classrooms. International Journal of Environmental and Science Education, 6(1), 23–37. Dostupné z https://files.eric.ed.gov/fulltext/EJ930276.pdf Search in Google Scholar
Kotuľáková, K. & Bugajová, D. (2017). Spôsobilosti vedeckej práce v kontexte dnešnej školy – posun od štruktúrovaného k riadenému skúmaniu. In D. Kričfaluši & M. Mucha (Eds.), Aktuální aspekty pregraduální přípravy a postgraduálního vzdelávání učitelů chemie (65–74) [CD-ROM]. Ostrava: Ostravská univerzita, Přírodovědecká fakulta. Search in Google Scholar
Krathwohl, D. (1998). Methods of educational and social research: An integrated approach (2nd ed.) New York: Longman. Search in Google Scholar
Kuhn, D., Amsel, E. & O’Loughlin, M. (1988). The development of scientific thinking. New York: Harcourt Brace Jovanovich. Search in Google Scholar
Kurikulum štátu Viktória, Austrália. (2018). Dostupné z https://victoriancurriculum.vcaa.vic.edu.au/science/curriculum/f-10#level=9-10 Search in Google Scholar
Lapitková, V., Hodosyová, M., Vanyová, M. & Vnuková, P. (2015). Spôsobilosti vedeckej práce v prírodovednom vzdelávaní. Bratislava: Knižné a edičné centrum FMFI UK. Search in Google Scholar
Lapitková, V. (2016). Spôsobilosti vedeckej práce ako predpoklad naplnenia nosných myšlienok o charaktere vedy. In L. Held (Ed.), Východiská prípravy prírodovedného kurikula pre základnú školu 2020 II (209–238). Trnava: Typi Universitas Tyrnaviensis. Search in Google Scholar
Lati, W., Supasorn, S. & Promarak, V. (2012). Enhancement of learning achievement and integrated science process skills using science inquiry learning activities of chemical reaction rates. Social and Behavioral Sciences, 46(2012), 4471–4475. Search in Google Scholar
Llewellyn, D. (2002). Inquire within: Implementing inquiry-bases science standards. London: Corwin Press. Search in Google Scholar
Llewellyn, D. (2013). Teaching high school science through inquiry and argumentation. California: Corwin A Sage Company. Search in Google Scholar
Marshall, J.F., Smart, J.B. & Daniel, W.A. (2016). Inquiy-based instruction: A possible solution to improving student learning of both science concepts and scientific practices. International Journal of Science and Mathematics Education, 15(5), 777–796. https://doi.org/10.1007/s10763-016-9718-x Open DOI Search in Google Scholar
Matušíková, N. (2017). Rozvoj spôsobilostí vedeckej práce v dnes platnom kurikule [Diplomová práca]. Trnavská univerzita v Trnave. Search in Google Scholar
Miklovičová, J., Galábová, A., Valovič, J. & Gondžúrová, K. (2017). Národná správa PISA 2015. Bratislava: NUCEM. Search in Google Scholar
Dostupné z http://www.nucem.sk/documents/27/NS PISA 2015.pdf Search in Google Scholar
Miles, M. & Huberman, A. M. (1994). Qualitative data analysis: An expended sourcebook. California: Sage Publications. Search in Google Scholar
Orolínová, M. & Kotuľáková, K. (2014). Rozvoj spôsobilostí vedeckej práce v podmienkach kontinuálneho vzdelávania učiteľov. Trnava: Typi Universitatis Tyrnaviensis. Search in Google Scholar
Padilla, M. J. (1986). The science process skills. Research matters. . . to the science teacher. National association for research in science teaching. ERIC Document Reproduction Service No. ED 266 961. Search in Google Scholar
Park, J. (2006). Modelling analysis of students’ processes of generating scientific explanatory hypotheses. International Journal of Science Education, 28(5), 469–489. https://doi.org/10.1080/09500690500404540 Open DOI Search in Google Scholar
Pedaste, M., Mäeots, M., Siiman, L.O., de Jong, T., van Riesen, S.A.N., Kamp, E.T., Manoli, C.C., Zacharia, Z.C. & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14(1), 47–61. https://doi.org/10.1016/j.edurev.2015.02.003 Open DOI Search in Google Scholar
PISA. (2015). Dostupné z http://www.nucem.sk/documents//27//NS PISA 2015.pdf Search in Google Scholar
Prayitno, A.A., Corenima, D., Susilo, H., Zubaidah, S. & Ramli, M. (2017). Closing the science process skills gap between students with high and low level academic achievement. Journal of Baltic Science Education, 16(2), 266–277. Search in Google Scholar
Ramayanti, S., Utari, S. & Saepuzaman, D. (2017). Training students’ science process skills through didactic design on work and energy. Journal of Physics: Conf. Series 895, 1–7. IOP Publishing Ltd. Dostupné z http://iopscience.iop.org/article/10.1088/1742-6596/895/1/012110/meta. https://doi.org/10.1088/1742-6596/895/1/012110 Open DOI Search in Google Scholar
Reif, F. & Larkin, J.H. (1991). Cognition in scientific and everyday domains: Comparison and implications. Journal of Research in Science Teaching, 28(9), 733–760. https://doi.org/10.1002/tea.3660280904 Open DOI Search in Google Scholar
Rokos, L. & Vomáčková, V. (2017). Hodnocení efektivity badatelsky orientovaného vyučování v laboratorních pracích při výuce fyziologie člověka na základní škole a nižším stupni gymnázia. Scientia in educatione, 8(1), 32–45. Search in Google Scholar
Sadeh, I. & Zion, M. (2012). Which type of inquiry project do high school biology students prefer: open or guided? Research in Science Education, 42(5), 831–848. https://doi.org/10.1007/s11165-011-9222-9 Open DOI Search in Google Scholar
Sari, P.M., Sudargo, F. & Priyandoko, D. (2018). Correlation among science process skill, concept comprehension, and scientific attitude on regulation system materials. Journal of Physics: Conf. Series 948, 1–4. IOP Publishing Ltd. Dostupné z http://iopscience.iop.org/article/10.1088/1742-6596/948/1/012008/meta. https://doi.org/10.1088/1742-6596/948/1/012008 Open DOI Search in Google Scholar
Seung, E., Choi, B. & Pestel, B. (2016). University students’ understanding of chemistry processes and the quality of evidence in their written arguments. Eurasia Journal of Mathematics, Science and Technology Education, 12(4), 991–1008. https://doi.org/10.12973/eurasia.2016.1248a Open DOI Search in Google Scholar
ŠVP. (2015). Dostupné z http://www.statpedu.sk/sk/svp/inovovany-statny-vzdelavaciprogram/inovovany-svp-2.stupen-zs/clovek-priroda/ Search in Google Scholar
Taylor, D., Rogers, A. L. & Veal, W.R. (2009). Using self-reflection to increase science process skills in the general chemistry laboratory. Journal of Chemical Education, 86(3), 393–398. https://doi.org/10.1021/ed086p393 Open DOI Search in Google Scholar
Valanides, N., Papageorgiou, M. & Angeli, C. (2014). Scientific investigations of elementary school children. Journal of Science Education and Technology, 23(1), 26–36. https://doi.org/10.1007/s10956-013-9448-6 Open DOI Search in Google Scholar
Vallová, N. (2012). Biochemická problematika a jej reflexia v príprave učiteľov na vyučovanie [Diplomová práca]. Trnavská univerzita v Trnave. Search in Google Scholar
Vartak, R., Ronad, A. & Ghanekar, V. (2013). Enzyme assay: An investigative approach to enhance science process skills. Journal of Biological Education, 47(4), 253–257. https://doi.org/10.1080/00219266.2013.801871 Open DOI Search in Google Scholar
White, B.Y. & Frederiksen, J.R. (1998). Inquiry, modeling, and metacognition: making science accessible to all students. Cognition and Instruction, 16(1), 3–118. https://doi.org/10.1207/s1532690xci1601 2 Open DOI Search in Google Scholar
Yip, D.Y. (2007). Biology students’ understanding of the concept of hypothesis. Teaching Science, 53(4), 23–27. Search in Google Scholar
Zion, M. & Mendelovici, R. (2012). Moving from structured to open inquiry: challenges and limits. Science Education International, 23(4), 383–399. Search in Google Scholar

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of the published work (See The Effect of Open Access).

[1] Abdi, A. (2014). The effect of inquiry-based learning method on students’ academic achievement in science course. Universal Journal of Educational Research, 2(1), 37–41. https://doi.org/10.13189/ujer.2014.020104 Open DOI Search in Google Scholar

[2] Akben, N. (2015). Improving science process skills in science and technology course activities using an inquiry method. Education and Science, 40(179), 111–132. https://doi.org/10.15390/EB.2015.4266 Open DOI Search in Google Scholar

[3] Anderson, R.D. (2002). Reforming science teaching: What research says about inquiry? Journal of Science Teacher Education, 13(1), 1–12. https://doi.org/10.1023/A:1015171124982 Open DOI Search in Google Scholar

[4] APVV-10-0070. (2019). Dostupné z http://pdf.truni.sk/katedry/kch/veda-vyskum?apvv-14-70-2014-2019 Search in Google Scholar

[5] Artayasa, I.P., Susilo, H., Lestari, U. & Indriwati, S.E. (2017). The effectiveness of the three levels of inquiry in improving teacher training students’ science process skills. Journal of Baltic Science Education, 16(6), 908–918. Search in Google Scholar

[6] Balogová, B. & Ješková, Z. (2016). Mapovanie bádateľských zručností žiakov stredných škôl. Biológia, ekológia, chémia, 20(3), 19–25. Search in Google Scholar

[7] Bybee, R.W., Taylor, J.A., Gardner, A., Van Scotter, P., Powell, J.C., Westbrook, A. & Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness. Colorado Springs, CO: BSCS. Dostupné z http://bscs.org/sites/default/files/ legacy/BSCS 5E Instructional Model-Full Report.pdf Search in Google Scholar

[8] Beaumont-Walters, Y. & Soyibo, K. (2001). An analysis of high school students’ performance on five integrated science process skills. Research in Science and Technological Education, 19(2), 133–145. https://doi.org/10.1080/02635140120087687 Open DOI Search in Google Scholar

[9] Bell, R. L., Smetana, L. & Binns, I. (2005). Simplifying inquiry instruction. The Science Teacher, 72(7), 30–33. Search in Google Scholar

[10] Capps, D.K. & Crawford, B.A. (2013). Inquiry based instruction and teaching about nature of science: Are they happening? Journal of Science Teacher Education, 24(3), 497–526. https://doi.org/10.1007/s10972-012-9314-z Open DOI Search in Google Scholar

[11] Coil, D., Wenderoth, M. P., Cunningham, M. & Dirks, C. (2010). Teaching the process of science: faculty perceptions and an effective methodology. CBE – Life Sciences Education, 9(4), 524–535. https://doi.org/10.1187/cbe.10-01-0005 Open DOI Search in Google Scholar

[12] Colvill, M. & Pattie, I. (2002). Science skills – The building blocks for scientific literacy. Investigating: Australian Primary and Junior Scientific Journal, 18(3), 20–22. Search in Google Scholar

[13] Demkanin, P., Bartošovič, L. & Velanová, M. (2012). Simple multiplication as a form of presenting experience with introducing data loggers to physics teachers who do not have any experience with usage of such tools in education. In EDULEARN 12 Proceedings (2993–3002). Barcelona: IATED. Dostupné z http://www.ddp.fmph.uniba.sk/∼bartosovic/papers/Edulearn 2012.pdf Search in Google Scholar

[14] DeSign. (2019). Dostupné z https://www.iteea.org/STEMCenter/6ELearningbyDeSIGN.aspx Search in Google Scholar

[15] Driver, R., Guesne, E. & Tiberghien, A. (1985). Children’s ideas in science. Buckingham: Open University Press. Search in Google Scholar

[16] Duit, R., Gropengießer, H., Kattmann, U., Komorek, M. & Parchmann, I. (2012). The model of educational reconstruction – a framework for improving teaching and learning science. In D. Jorde & J. Dillon (Eds.), Science education research and practice in Europe. Cultural Perpectives in Science Education, vol 5. (13–37). Rotterdam: Search in Google Scholar

[17] SensePublishers. https://doi.org/10.1007/978-94-6091-900-8 2 Open DOI Search in Google Scholar

[18] Durmaz, H. & Mutlu, S. (2016). The effect of an instructional intervention on elementary students’ science process skills. The Journal of Educational Research, 110(4), 433–445. https://doi.org/10.1080/00220671.2015.1118003 Open DOI Search in Google Scholar

[19] Eisenkraft, A. (2003). Enhancing the 5E model. The Science Teacher, 70(6), 56–59. Search in Google Scholar

[20] Fraenkel, J.R. & Wallen, N.E. (2009). How to design and evaluate research in education (7th ed.). New York: McGraw-Hill. Search in Google Scholar

[21] Fradd, S. H., Lee, O. & Sutman, M.K. (2001). Promoting science literacy with English learners through instructional materials development: A case study. Bilingual Research Journal, 25(4), 417–439. https://doi.org/10.1080/15235882.2001.11074464 Open DOI Search in Google Scholar

[22] German, P. J. & Aram, R. J. (1996). Student performances on the science processes of recording data, analyzing data, drawing conclusions, and providing evidence. Journal of Research in Science Education, 33(7), 773–798. https://doi.org/10.1002/(SICI)1098-2736(199609)33:7<773::AID-TEA5>3.0.CO;2-K Open DOI Search in Google Scholar

[23] Hardianti, T. & Kuswanto, H. (2017). Difference among levels of inquiry: process skills improvement at senior high school in Indonesia. International Journal of Instruction, 10(2), 119–130. Dostupné z http://www.e-iji.net/dosyalar/iji 2017 2 8.pdf Search in Google Scholar

[24] Harlen, W. (1999). Purposes and procedures for assessing science process skills. Assessment in Education: Principles, Policy and Practice, 6(1), 129–144. Search in Google Scholar

[25] Harlen, W. (2000). The teaching of science in primary school. London: David Fulton Publishers Ltd. Search in Google Scholar

[26] Harlen, W. (2006). Teaching, learning and assessing science (5–12). London: SAGE Publications Ltd. Search in Google Scholar

[27] Held, L., Žoldošová, K., Orolínová, M., Juricová, I. & Kotuľáková, K. (2011). Výskumne ladená koncepcia prírodovedného vzdelávania (IBSE v slovenskom kontexte). Trnava: Typi Universitatis Tyrnaviensis. Search in Google Scholar

[28] Hodosyová, M., Útla, J., Vanyová, P. & Lapitková, V. (2015). The development of science process skills in physics education. Social and Behavioral Sciences, 186(2015), 982–989. https://doi.org/10.1016/j.sbspro.2015.04.184 Open DOI Search in Google Scholar

[29] Chessin, D. A. & Moore, V. J. (2004). The 6-E learning model. Science and Children, 42(3), 47–49. Dostupné z http://science.nsta.org/enewsletter/2005-05/sc0411 47.pdf Search in Google Scholar

[30] Choirunnisa, N. L., Prabowo, P. & Suryanti, S. (2018). Improving science process skills for primary school students through 5E unstructional model-based learning. IOP Conf. Series: Journal of Physics: Conf. Series 947. https://doi.org/0.1088/1742-6596/947/1/012021 Search in Google Scholar

[31] Kanli, U. & Yagbasan, R. (2008). The effects of a laboratory approaches on the development of university students’ science process skills and conceptual achievement. Essays in Education, Special Edition, 143–153. Search in Google Scholar

[32] Kibnis, N. (2011). Errors in science and their treatment in teaching science. Science in Education, 20(7), 655–685. https://doi.org/10.1007/s11191-010-9289-0 Open DOI Search in Google Scholar

[33] Kim, M. & Chin, C. (2011). Pre-service teachers’ views on practical work with inquiry orientation in textbook-oriented science classrooms. International Journal of Environmental and Science Education, 6(1), 23–37. Dostupné z https://files.eric.ed.gov/fulltext/EJ930276.pdf Search in Google Scholar

[34] Kotuľáková, K. & Bugajová, D. (2017). Spôsobilosti vedeckej práce v kontexte dnešnej školy – posun od štruktúrovaného k riadenému skúmaniu. In D. Kričfaluši & M. Mucha (Eds.), Aktuální aspekty pregraduální přípravy a postgraduálního vzdelávání učitelů chemie (65–74) [CD-ROM]. Ostrava: Ostravská univerzita, Přírodovědecká fakulta. Search in Google Scholar

[35] Krathwohl, D. (1998). Methods of educational and social research: An integrated approach (2nd ed.) New York: Longman. Search in Google Scholar

[36] Kuhn, D., Amsel, E. & O’Loughlin, M. (1988). The development of scientific thinking. New York: Harcourt Brace Jovanovich. Search in Google Scholar

[37] Kurikulum štátu Viktória, Austrália. (2018). Dostupné z https://victoriancurriculum.vcaa.vic.edu.au/science/curriculum/f-10#level=9-10 Search in Google Scholar

[38] Lapitková, V., Hodosyová, M., Vanyová, M. & Vnuková, P. (2015). Spôsobilosti vedeckej práce v prírodovednom vzdelávaní. Bratislava: Knižné a edičné centrum FMFI UK. Search in Google Scholar

[39] Lapitková, V. (2016). Spôsobilosti vedeckej práce ako predpoklad naplnenia nosných myšlienok o charaktere vedy. In L. Held (Ed.), Východiská prípravy prírodovedného kurikula pre základnú školu 2020 II (209–238). Trnava: Typi Universitas Tyrnaviensis. Search in Google Scholar

[40] Lati, W., Supasorn, S. & Promarak, V. (2012). Enhancement of learning achievement and integrated science process skills using science inquiry learning activities of chemical reaction rates. Social and Behavioral Sciences, 46(2012), 4471–4475. Search in Google Scholar

[41] Llewellyn, D. (2002). Inquire within: Implementing inquiry-bases science standards. London: Corwin Press. Search in Google Scholar

[42] Llewellyn, D. (2013). Teaching high school science through inquiry and argumentation. California: Corwin A Sage Company. Search in Google Scholar

[43] Marshall, J.F., Smart, J.B. & Daniel, W.A. (2016). Inquiy-based instruction: A possible solution to improving student learning of both science concepts and scientific practices. International Journal of Science and Mathematics Education, 15(5), 777–796. https://doi.org/10.1007/s10763-016-9718-x Open DOI Search in Google Scholar

[44] Matušíková, N. (2017). Rozvoj spôsobilostí vedeckej práce v dnes platnom kurikule [Diplomová práca]. Trnavská univerzita v Trnave. Search in Google Scholar

[45] Miklovičová, J., Galábová, A., Valovič, J. & Gondžúrová, K. (2017). Národná správa PISA 2015. Bratislava: NUCEM. Search in Google Scholar

[46] Dostupné z http://www.nucem.sk/documents/27/NS PISA 2015.pdf Search in Google Scholar

[47] Miles, M. & Huberman, A. M. (1994). Qualitative data analysis: An expended sourcebook. California: Sage Publications. Search in Google Scholar

[48] Orolínová, M. & Kotuľáková, K. (2014). Rozvoj spôsobilostí vedeckej práce v podmienkach kontinuálneho vzdelávania učiteľov. Trnava: Typi Universitatis Tyrnaviensis. Search in Google Scholar

[49] Padilla, M. J. (1986). The science process skills. Research matters. . . to the science teacher. National association for research in science teaching. ERIC Document Reproduction Service No. ED 266 961. Search in Google Scholar

[50] Park, J. (2006). Modelling analysis of students’ processes of generating scientific explanatory hypotheses. International Journal of Science Education, 28(5), 469–489. https://doi.org/10.1080/09500690500404540 Open DOI Search in Google Scholar

[51] Pedaste, M., Mäeots, M., Siiman, L.O., de Jong, T., van Riesen, S.A.N., Kamp, E.T., Manoli, C.C., Zacharia, Z.C. & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14(1), 47–61. https://doi.org/10.1016/j.edurev.2015.02.003 Open DOI Search in Google Scholar

[52] PISA. (2015). Dostupné z http://www.nucem.sk/documents//27//NS PISA 2015.pdf Search in Google Scholar

[53] Prayitno, A.A., Corenima, D., Susilo, H., Zubaidah, S. & Ramli, M. (2017). Closing the science process skills gap between students with high and low level academic achievement. Journal of Baltic Science Education, 16(2), 266–277. Search in Google Scholar

[54] Ramayanti, S., Utari, S. & Saepuzaman, D. (2017). Training students’ science process skills through didactic design on work and energy. Journal of Physics: Conf. Series 895, 1–7. IOP Publishing Ltd. Dostupné z http://iopscience.iop.org/article/10.1088/1742-6596/895/1/012110/meta. https://doi.org/10.1088/1742-6596/895/1/012110 Open DOI Search in Google Scholar

[55] Reif, F. & Larkin, J.H. (1991). Cognition in scientific and everyday domains: Comparison and implications. Journal of Research in Science Teaching, 28(9), 733–760. https://doi.org/10.1002/tea.3660280904 Open DOI Search in Google Scholar

[56] Rokos, L. & Vomáčková, V. (2017). Hodnocení efektivity badatelsky orientovaného vyučování v laboratorních pracích při výuce fyziologie člověka na základní škole a nižším stupni gymnázia. Scientia in educatione, 8(1), 32–45. Search in Google Scholar

[57] Sadeh, I. & Zion, M. (2012). Which type of inquiry project do high school biology students prefer: open or guided? Research in Science Education, 42(5), 831–848. https://doi.org/10.1007/s11165-011-9222-9 Open DOI Search in Google Scholar

[58] Sari, P.M., Sudargo, F. & Priyandoko, D. (2018). Correlation among science process skill, concept comprehension, and scientific attitude on regulation system materials. Journal of Physics: Conf. Series 948, 1–4. IOP Publishing Ltd. Dostupné z http://iopscience.iop.org/article/10.1088/1742-6596/948/1/012008/meta. https://doi.org/10.1088/1742-6596/948/1/012008 Open DOI Search in Google Scholar

[59] Seung, E., Choi, B. & Pestel, B. (2016). University students’ understanding of chemistry processes and the quality of evidence in their written arguments. Eurasia Journal of Mathematics, Science and Technology Education, 12(4), 991–1008. https://doi.org/10.12973/eurasia.2016.1248a Open DOI Search in Google Scholar

[60] ŠVP. (2015). Dostupné z http://www.statpedu.sk/sk/svp/inovovany-statny-vzdelavaciprogram/inovovany-svp-2.stupen-zs/clovek-priroda/ Search in Google Scholar

[61] Taylor, D., Rogers, A. L. & Veal, W.R. (2009). Using self-reflection to increase science process skills in the general chemistry laboratory. Journal of Chemical Education, 86(3), 393–398. https://doi.org/10.1021/ed086p393 Open DOI Search in Google Scholar

[62] Valanides, N., Papageorgiou, M. & Angeli, C. (2014). Scientific investigations of elementary school children. Journal of Science Education and Technology, 23(1), 26–36. https://doi.org/10.1007/s10956-013-9448-6 Open DOI Search in Google Scholar

[63] Vallová, N. (2012). Biochemická problematika a jej reflexia v príprave učiteľov na vyučovanie [Diplomová práca]. Trnavská univerzita v Trnave. Search in Google Scholar

[64] Vartak, R., Ronad, A. & Ghanekar, V. (2013). Enzyme assay: An investigative approach to enhance science process skills. Journal of Biological Education, 47(4), 253–257. https://doi.org/10.1080/00219266.2013.801871 Open DOI Search in Google Scholar

[65] White, B.Y. & Frederiksen, J.R. (1998). Inquiry, modeling, and metacognition: making science accessible to all students. Cognition and Instruction, 16(1), 3–118. https://doi.org/10.1207/s1532690xci1601 2 Open DOI Search in Google Scholar

[66] Yip, D.Y. (2007). Biology students’ understanding of the concept of hypothesis. Teaching Science, 53(4), 23–27. Search in Google Scholar

[67] Zion, M. & Mendelovici, R. (2012). Moving from structured to open inquiry: challenges and limits. Science Education International, 23(4), 383–399. Search in Google Scholar

Scientia in educatione

Abstract

References

Downloads

License