Changes in Students' Views about Nature of Scientific Inquiry at a Science Camp

Leblebicioglu G., Metin D., Capkinoglu E., Cetin P. S., Dogan E. E., Schwartz R.

SCIENCE & EDUCATION, cilt.26, ss.889-917, 2017 (SCI-Expanded) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 26
  • Basım Tarihi: 2017
  • Doi Numarası: 10.1007/s11191-017-9941-z
  • Dergi Adı: SCIENCE & EDUCATION
  • Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.889-917
  • Yozgat Bozok Üniversitesi Adresli: Evet

Özet

Although nature of science (NOS) and nature of scientific inquiry (NOSI) are related to each other, they are differentiated as NOS is being more related to the product of scientific inquiry (SI) which is scientific knowledge whereas NOSI is more related to the process of SI (Schwartz et al. 2008). Lederman et al. (Journal of Research in Science Teaching, 51, 65-8, 2014) determined eight NOSI aspects for K-16 context. In this study, a science camp was conducted to teach scientific inquiry (SI) and NOSI to 24 6th and 7th graders (16 girls and 8 boys). The core of the program was guided inquiry in nature. The children working in small groups under guidance of science advisors conducted four guided-inquiries in the nature in morning sessions on nearby plants, animals, water, and soil. NOSI aspects were made explicit during and at the end of each inquiry session. Views about scientific inquiry (VASI) (Lederman et al. Journal of Research in Science Teaching, 51, 65-8, 2014) questionnaire was applied as pre- and post-test. The results of the study showed that children developed in all eight NOSI aspects, but higher developments were observed in "scientific investigations all begin with a question" and "there is no single scientific method," and "explanations are developed from data and what is already known" aspects. It was concluded that the science camp program was effective in teaching NOSI.