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The scientific method and scientific inquiry: Tensions in teaching and learning
Typically, the scientific method in science classrooms takes the form of discrete, ordered steps meant to guide students' inquiry. In this paper, we examine how focusing on the scientific method as discrete steps affects students' inquiry and teachers' perceptions thereof. To do so, w...
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Published in: | Science education (Salem, Mass.) Mass.), 2010-01, Vol.94 (1), p.29-47 |
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container_title | Science education (Salem, Mass.) |
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creator | Tang, Xiaowei Coffey, Janet E. Elby, Andy Levin, Daniel M. |
description | Typically, the scientific method in science classrooms takes the form of discrete, ordered steps meant to guide students' inquiry. In this paper, we examine how focusing on the scientific method as discrete steps affects students' inquiry and teachers' perceptions thereof. To do so, we study a ninth‐grade environmental science class in which students first reviewed a typical version of the scientific method, then brainstormed about which sites on school grounds could be good earthworm habitats and how to test their ideas. Our discourse analysis explores the dynamics between the “steps” of the scientific method and students' engagement in more authentic scientific inquiry. We argue that focusing on the scientific method as discrete steps can distract students from their ongoing, productive inquiry and can also draw teachers' attention away from students' productive inquiry. © 2009 Wiley Periodicals, Inc. Sci Ed 94:29–47, 2010 |
doi_str_mv | 10.1002/sce.20366 |
format | article |
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In this paper, we examine how focusing on the scientific method as discrete steps affects students' inquiry and teachers' perceptions thereof. To do so, we study a ninth‐grade environmental science class in which students first reviewed a typical version of the scientific method, then brainstormed about which sites on school grounds could be good earthworm habitats and how to test their ideas. Our discourse analysis explores the dynamics between the “steps” of the scientific method and students' engagement in more authentic scientific inquiry. We argue that focusing on the scientific method as discrete steps can distract students from their ongoing, productive inquiry and can also draw teachers' attention away from students' productive inquiry. © 2009 Wiley Periodicals, Inc. 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subjects | Aptitude Treatment Interaction Brainstorming Classroom Environment Discourse Analysis Ecology Educational Practices Environmental Education Grade 9 Inquiry Instructional Effectiveness Learner Engagement Middle school education Middle school students Protocol Materials Science education Scientific method Scientific Methodology Teaching Methods United States (Mid Atlantic States) |
title | The scientific method and scientific inquiry: Tensions in teaching and learning |
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