Please use this identifier to cite or link to this item:
Full metadata record
DC FieldValueLanguage
dc.contributor.authorTang, Xiaowei
dc.contributor.authorCoffey, Janne
dc.contributor.authorLevin, Dan
dc.contributor.authorHammer, David
dc.identifier.citationTang, X., Coffey, J., Levin, D., & Hammer, D. (2008). The Scientific Method and Scientific Inquiry: Tension as in Teaching and Learning. In Kanselaar, G., Jonker, V., Kirschner, P. A., & Prins, F. J. (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008, Volumes 2 (pp. 374-381). Utrecht, The Netherlands: International Society of the Learning Sciences.en_US
dc.description.abstractScientific method has been considered by many to lie at the core of scientific inquiry. In this paper, we look closely at teacher and student discourse in a typical high school science classroom to investigate what the teaching and learning of scientific method looks like and to consider the impacts an emphasis on method has on students' inquiry performance. Through a lens of activity theory, our analysis suggests that test-oriented scientific method did not support authentic scientific inquiry. Instead, this focus served to draw teachers' attention away from student thinking and distract students from their ongoing, productive inquiry. By situating the case in a broader institutional and social context, we discuss how the teaching and learning of the scientific method as inquiry is supported and sustained in our current educational system. We conclude the paper with directions for further studies.en_US
dc.publisherInternational Society of the Learning Sciences, Inc.en_US
dc.titleThe Scientific Method and Scientific Inquiry: Tension as in Teaching and Learningen_US
Appears in Collections:ICLS 2008

Files in This Item:
File SizeFormat 
374-381.pdf227.72 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.