Hodnocení efektivity badatelsky orientovaného vyučování v laboratorních pracích při výuce fyziologie člověka na základní škole a nižším stupni gymnázia

Lukáš Rokos; Vladislava Vomáčková

doi:10.14712/18047106.365

Vol. 8 No. 1 (2017): sciED Research Reports

Efficacy of Inquiry-based Science Laboratory Work in Human Physiology Lesson at Lower Secondary Level and Lower Cycle of Grammar School

Lukáš Rokos, ¹ Vladislava Vomáčková,

University of South Bohemia in České Budějovice

DOI: https://doi.org/10.14712/18047106.365

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Rokos, L., & Vomáčková, V. (2017). Efficacy of Inquiry-based Science Laboratory Work in Human Physiology Lesson at Lower Secondary Level and Lower Cycle of Grammar School. Scientia in Educatione, 8(1), 32-45. https://doi.org/10.14712/18047106.365

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Abstract

The main aim of this study was a comparison of inquiry-based science education (IBSE) and traditional science lab courses where students perform selected human physiology assignments listed in a manual they have received from the teacher. This paper presents the results of a study assessing IBSE impact on the students’ knowledge and skills acquisition of lower secondary school pupils and students at grammar school lower cycle. One pre-test and two post-tests were administered in order to assess and compare the respective levels of their knowledge and skills. The results of the grammar school lower cycle students indicated a statistically significant improvement, unlike those of the lower secondary level pupils. IBSE had demonstrably positive impact on the grammar school students, particularly in the skill-oriented part of the tests.

References

Anderson, R. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 1–12. Search in Google Scholar
Banchi, H. & Bell, R. (2008). The many levels of inquiry. Dostupné z http://www.miseagrant.umich.edu/lessons/ﬁles/2013/05/The-Many-Levels-of-Inquiry-NSTA-article.pdf Search in Google Scholar
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Bhattacharyya, S., Volk, T. & Lumpe, A. (2009). The inï¬uence of an extensive inquiry-based ﬁeld experience on pre-service elementary student teachers’ science teaching beliefs. Journal of Science Teacher Education, 20, 199–218. Search in Google Scholar
Bunterm, T., Lee, K., Kong, J. N. L., Srikoon, S., Vangpoomyai, P., Rattanavongsa, J. & Rachahoon, G. (2014). Do diﬀerent levels of inquiry lead to diﬀerent learning outcomes? A comparison between guided and structured inquiry. International Journal of Science Education, 36(12), 1937–1959. Search in Google Scholar
Cobern, W. W., Schuster, D., Adams, B., Applegate, B., Skjold, B., & Undreiu, A. (2010). Experimental comparison of inquiry and direct instruction in science. Research In Science & Technological Education, 28(1), 81–96. Search in Google Scholar
Dostál, J. (2013). Badatelsky orientovaná výuka jako trend soudobého vzdělávání. E-pedagogium, 2013(III), 81–93. Search in Google Scholar
Eastwell, P. (2009). Inquiry learning: Elements of confusion and frustration. The American Biology Teacher, 5(1), 263–264. Search in Google Scholar
Education development center. (2007). Inquiry-based science instruction and students’ science content knowledge: A research synthesis. Paper presented at the annual meeting of the National Association for Research in Science Teaching, New Orleans. Search in Google Scholar
Einsiedler, W. (2000). Von Erzieungs- und Unterrichtsstilen zur Unterrichtsqualität. In M. K. W. Schweer (Eds.), Lehrer-Schüler-Interaktion (109–128). Opladen: Leske +Budrich. Search in Google Scholar
Chang, Ch.-Y. & MAO, S-L. (1999). Comparison of Taiwan science students’ outcomes with inquiry-group versus traditional instruction. The Journal of Educational Research, 92(6), 340–346. Search in Google Scholar
Janík, T. (2013). Kvalita (ve) vzdělávání: obsahově zaměřený přístup ke zkoumání a zlepšování výuky. Brno: Masarykova univerzita. Search in Google Scholar
Johnson, A. D. (2009). 40 inquiry exercises for the College biology Lab. Arlington: VA, NSTA Press. Search in Google Scholar
Ketelhut, D. J. (2007). The impact of student self-eï¬cacy on scientiﬁc inquiry skills: An exploratory investigation in River City, a multi-user virtual environment. Journal of Science Education and Technology, 16(1), 99–111. Search in Google Scholar
Kulič, V. (1980). Některá kritéria efektivity učení a vyučování a metody jejího zjišťování. Pedagogika, 30(6), 677–698. Search in Google Scholar
Mattheis, F. E. & Nakayama, G. (1988). Eﬀects of a laboratory-centered inquiry program on laboratory skills, science process skills, and understanding of science knowledge in middle grades studens. Dostupné z http://ﬁles.eric.ed.gov/fulltextED307148.pdf Search in Google Scholar
Minner, D. D., Levy, A. J. & Century, J. (2010). Inquiry-Based Science Instruction – What is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 474–496. Search in Google Scholar
Nezvalová, D. (2010). Inovace v přírodovědném vzdělávání. Olomouc: Univerzita Palackého v Olomouci. Dostupné z http://zvyp.upol.cz/publikace/nezvalova1.pdf Search in Google Scholar
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the Educators: International Approaches to Scaling-up Professional Development in Mathematic and Science Education (118–124). Proceedings of the Conference hosted jointly by the project mascil (mathematics and science for life) and the German Centre for Mathematics Education (DZLM), 15–16 December 2014 in Essen, Germany. Münster: WTM – Verlag für wissenschaftliche Texte und Medien. Search in Google Scholar
Petty, G. (2013). Moderní vyučování. Praha: Portál. Search in Google Scholar
Proconet (2011). Towards Europe 2020: Implementation of inquiry-based science teaching/education . Freiburg: ProCoNet. Search in Google Scholar
Průcha, J. (1996). Pedagogická evaluace . Brno: Masarykova Univerzita. Search in Google Scholar
Rocard, M., Csermely, P., Jorde, D., Lenzen, D., Walberg-henriksson, H. & Hemmo, V. (2007). Science education now: A renewed pedagogy for the future of Europe. Brussels: European Commission, Directorate-General for Research, Information Search in Google Scholar
and Communication Unit. Dostupné z http://ec.europa.eu/research/science-society/document library/pdf 06/report-rocardon-science-education en.pdf Search in Google Scholar
Rokos, L. (2015, srpen). Assessment of inquiry-based science teaching in biology education. Poster prezentovaný na 11. konferenci European Science Education Research Association, Helsinki. Search in Google Scholar
Ryplová, R. & Reháková, J. (2011). Přínos badatelsky orientovaného vyučování (BOV) pro environemntální výchovu: Případová studie implementace BOV do výuky na ZŠ. Envigogika, 6(3), 1–9. Search in Google Scholar
Seidel, T. & Shavelson, R. J. (2007). Teaching eﬀectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results. Review of Educational Research, 77(4), 454–499. Search in Google Scholar
Scheerens, J. (2004). Review of school and instructional eﬀectiveness research. Paper commissioned for the EFA Global Monitoring Report 2005 , The quality imperative, UNESCO. Search in Google Scholar
Schwartz, R. S., Lederman, N., Khishfe, R., Lederman, J. S., Matthews, L., & Liu, S. (2002). Explicit-reï¬ective instructional attention to nature of science and scientiﬁc inquiry: Impact on student learning. Paper presented at the 2002 annual international conference of the association for the education of teachers in science , Charlotte, NC. Search in Google Scholar
Starý, J. & Chvál, M. (2009). Kvalita a efektivita výuky: metodologické přístupy. In M. Janíková, K. Vlčková (Eds.), Výzkum výuky: tematické oblasti, výzkumné přístupy a metody . Brno: Paido. Search in Google Scholar
Stavik-karlsen, G. & Gray, P. (2013). S-TEAM in the mirror: Evidence, quality and relevance in inquiry-based science teaching. In M. H. Hoveid & P. Gray (Eds.), Inquiry in science education and science teacher education: research on teaching and learning through inquiry based approaches in science (teacher) education (278–304). Trondheim: Akademika. Search in Google Scholar
Stuchlíková, I. (2010, březen). O badatelsky orientovaném vyučování. In M. Papáček (Ed.), Didaktika biologie v České republice 2010 a badatelsky orientované vyučování (129–135). DiBi 2010. České Budějovice: Jihočeská univerzita v Českých Budějovicích. Search in Google Scholar
Škoda, J., Doulík, P., Bílek, M. & Šimonová, I. (2015). The eï¬ciency of inquiry-based science instruction in relation to the learners’ motivation types. Journal of Baltic Science Education, 14(6), 791–803. Search in Google Scholar
Vácha, Z. & Ditrich, T. (2016). Efektivita badatelsky orientovaného vyučování na primárním stupni základních škol v přírodovědném vzdělávání v České republice s využitím prostředí školních zahrad. Scientia in Educatione, 7(1), 65–79. Search in Google Scholar
Wilson, C. D., Taylor, J. A., Kowalski, S. M. & Carlson, J. (2010). The relative eﬀects and equity of inquiry-based and commonplace science teaching on students‘ knowledge, reasoning, and argumentation. Journal of Research in Science Teaching, 47(3), 276–301. Search in Google Scholar

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[1] Anderson, R. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 1–12. Search in Google Scholar

[2] Banchi, H. & Bell, R. (2008). The many levels of inquiry. Dostupné z http://www.miseagrant.umich.edu/lessons/ﬁles/2013/05/The-Many-Levels-of-Inquiry-NSTA-article.pdf Search in Google Scholar

[3] Bell, R., Smetana, L. & Binns, I. (2005). Simplifying inquiry instruction. The Science Teacher, 72(7), 30–34. Search in Google Scholar

[4] Bhattacharyya, S., Volk, T. & Lumpe, A. (2009). The inï¬uence of an extensive inquiry-based ﬁeld experience on pre-service elementary student teachers’ science teaching beliefs. Journal of Science Teacher Education, 20, 199–218. Search in Google Scholar

[5] Bunterm, T., Lee, K., Kong, J. N. L., Srikoon, S., Vangpoomyai, P., Rattanavongsa, J. & Rachahoon, G. (2014). Do diﬀerent levels of inquiry lead to diﬀerent learning outcomes? A comparison between guided and structured inquiry. International Journal of Science Education, 36(12), 1937–1959. Search in Google Scholar

[6] Cobern, W. W., Schuster, D., Adams, B., Applegate, B., Skjold, B., & Undreiu, A. (2010). Experimental comparison of inquiry and direct instruction in science. Research In Science & Technological Education, 28(1), 81–96. Search in Google Scholar

[7] Dostál, J. (2013). Badatelsky orientovaná výuka jako trend soudobého vzdělávání. E-pedagogium, 2013(III), 81–93. Search in Google Scholar

[8] Eastwell, P. (2009). Inquiry learning: Elements of confusion and frustration. The American Biology Teacher, 5(1), 263–264. Search in Google Scholar

[9] Education development center. (2007). Inquiry-based science instruction and students’ science content knowledge: A research synthesis. Paper presented at the annual meeting of the National Association for Research in Science Teaching, New Orleans. Search in Google Scholar

[10] Einsiedler, W. (2000). Von Erzieungs- und Unterrichtsstilen zur Unterrichtsqualität. In M. K. W. Schweer (Eds.), Lehrer-Schüler-Interaktion (109–128). Opladen: Leske +Budrich. Search in Google Scholar

[11] Chang, Ch.-Y. & MAO, S-L. (1999). Comparison of Taiwan science students’ outcomes with inquiry-group versus traditional instruction. The Journal of Educational Research, 92(6), 340–346. Search in Google Scholar

[12] Janík, T. (2013). Kvalita (ve) vzdělávání: obsahově zaměřený přístup ke zkoumání a zlepšování výuky. Brno: Masarykova univerzita. Search in Google Scholar

[13] Johnson, A. D. (2009). 40 inquiry exercises for the College biology Lab. Arlington: VA, NSTA Press. Search in Google Scholar

[14] Ketelhut, D. J. (2007). The impact of student self-eï¬cacy on scientiﬁc inquiry skills: An exploratory investigation in River City, a multi-user virtual environment. Journal of Science Education and Technology, 16(1), 99–111. Search in Google Scholar

[15] Kulič, V. (1980). Některá kritéria efektivity učení a vyučování a metody jejího zjišťování. Pedagogika, 30(6), 677–698. Search in Google Scholar

[16] Mattheis, F. E. & Nakayama, G. (1988). Eﬀects of a laboratory-centered inquiry program on laboratory skills, science process skills, and understanding of science knowledge in middle grades studens. Dostupné z http://ﬁles.eric.ed.gov/fulltextED307148.pdf Search in Google Scholar

[17] Minner, D. D., Levy, A. J. & Century, J. (2010). Inquiry-Based Science Instruction – What is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 474–496. Search in Google Scholar

[18] Nezvalová, D. (2010). Inovace v přírodovědném vzdělávání. Olomouc: Univerzita Palackého v Olomouci. Dostupné z http://zvyp.upol.cz/publikace/nezvalova1.pdf Search in Google Scholar

[19] Papáček, M. (2010, březen). Limity a šance zavádění badatelsky orientovaného vyučování přírodopisu a biologie v České republice. In M. Papáček (Ed.), Didaktika biologie v České republice 2010 a badatelsky orientované vyučování (145–162). DiBi 2010. České Budějovice: Jihočeská univerzita v Českých Budějovicích. Search in Google Scholar

[20] Petr, J. (2014). Možnosti využití úloh z biologické olympiády ve výuce přírodopisu a biologie: inspirace pro badatelsky orientované vyučování. České Budějovice: Jihočeská univerzita v Českých Budějovicích. Search in Google Scholar

[21] Petr, J., Ditrich, T., Závodská, R. & Papáček, M. (2015). Inquiry based biology education in the Czech Republic: A reï¬ection of ﬁve years dissemination. In K. Maaß, B. Barzel, G. Törner, D. Wernish, D. Schäfer, K. Reiz-Konzebovski (Eds.), Education Search in Google Scholar

[22] the Educators: International Approaches to Scaling-up Professional Development in Mathematic and Science Education (118–124). Proceedings of the Conference hosted jointly by the project mascil (mathematics and science for life) and the German Centre for Mathematics Education (DZLM), 15–16 December 2014 in Essen, Germany. Münster: WTM – Verlag für wissenschaftliche Texte und Medien. Search in Google Scholar

[23] Petty, G. (2013). Moderní vyučování. Praha: Portál. Search in Google Scholar

[24] Proconet (2011). Towards Europe 2020: Implementation of inquiry-based science teaching/education . Freiburg: ProCoNet. Search in Google Scholar

[25] Průcha, J. (1996). Pedagogická evaluace . Brno: Masarykova Univerzita. Search in Google Scholar

[26] Rocard, M., Csermely, P., Jorde, D., Lenzen, D., Walberg-henriksson, H. & Hemmo, V. (2007). Science education now: A renewed pedagogy for the future of Europe. Brussels: European Commission, Directorate-General for Research, Information Search in Google Scholar

[27] and Communication Unit. Dostupné z http://ec.europa.eu/research/science-society/document library/pdf 06/report-rocardon-science-education en.pdf Search in Google Scholar

[28] Rokos, L. (2015, srpen). Assessment of inquiry-based science teaching in biology education. Poster prezentovaný na 11. konferenci European Science Education Research Association, Helsinki. Search in Google Scholar

[29] Ryplová, R. & Reháková, J. (2011). Přínos badatelsky orientovaného vyučování (BOV) pro environemntální výchovu: Případová studie implementace BOV do výuky na ZŠ. Envigogika, 6(3), 1–9. Search in Google Scholar

[30] Seidel, T. & Shavelson, R. J. (2007). Teaching eﬀectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results. Review of Educational Research, 77(4), 454–499. Search in Google Scholar

[31] Scheerens, J. (2004). Review of school and instructional eﬀectiveness research. Paper commissioned for the EFA Global Monitoring Report 2005 , The quality imperative, UNESCO. Search in Google Scholar

[32] Schwartz, R. S., Lederman, N., Khishfe, R., Lederman, J. S., Matthews, L., & Liu, S. (2002). Explicit-reï¬ective instructional attention to nature of science and scientiﬁc inquiry: Impact on student learning. Paper presented at the 2002 annual international conference of the association for the education of teachers in science , Charlotte, NC. Search in Google Scholar

[33] Starý, J. & Chvál, M. (2009). Kvalita a efektivita výuky: metodologické přístupy. In M. Janíková, K. Vlčková (Eds.), Výzkum výuky: tematické oblasti, výzkumné přístupy a metody . Brno: Paido. Search in Google Scholar

[34] Stavik-karlsen, G. & Gray, P. (2013). S-TEAM in the mirror: Evidence, quality and relevance in inquiry-based science teaching. In M. H. Hoveid & P. Gray (Eds.), Inquiry in science education and science teacher education: research on teaching and learning through inquiry based approaches in science (teacher) education (278–304). Trondheim: Akademika. Search in Google Scholar

[35] Stuchlíková, I. (2010, březen). O badatelsky orientovaném vyučování. In M. Papáček (Ed.), Didaktika biologie v České republice 2010 a badatelsky orientované vyučování (129–135). DiBi 2010. České Budějovice: Jihočeská univerzita v Českých Budějovicích. Search in Google Scholar

[36] Škoda, J., Doulík, P., Bílek, M. & Šimonová, I. (2015). The eï¬ciency of inquiry-based science instruction in relation to the learners’ motivation types. Journal of Baltic Science Education, 14(6), 791–803. Search in Google Scholar

[37] Vácha, Z. & Ditrich, T. (2016). Efektivita badatelsky orientovaného vyučování na primárním stupni základních škol v přírodovědném vzdělávání v České republice s využitím prostředí školních zahrad. Scientia in Educatione, 7(1), 65–79. Search in Google Scholar

[38] Wilson, C. D., Taylor, J. A., Kowalski, S. M. & Carlson, J. (2010). The relative eﬀects and equity of inquiry-based and commonplace science teaching on students‘ knowledge, reasoning, and argumentation. Journal of Research in Science Teaching, 47(3), 276–301. Search in Google Scholar

Scientia in educatione

Efficacy of Inquiry-based Science Laboratory Work in Human Physiology Lesson at Lower Secondary Level and Lower Cycle of Grammar School

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