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|Title:||How Should Learning Be Structured in Inquiry-based Science Instruction?: Investigating the Interplay of 1st- and 2nd-hand Investigations in Inquiry|
|Authors:||Magnusson, S. J.|
Palincsar, A. S.
|Publisher:||Lawrence Erlbaum Associates|
|Citation:||Magnusson, S. J., Palincsar, A. S., Hapgood, S., & Lomangino, A. (2004). How Should Learning Be Structured in Inquiry-based Science Instruction?: Investigating the Interplay of 1st- and 2nd-hand Investigations in Inquiry. In Kafai, Y. B., Sandoval, W. A., Enyedy, N., Nixon, A. S., & Herrera, F. (Eds.), International Conference of the Learning Sciences 2004: Embracing Diversity in the Learning Sciences (pp. 318-325). Santa Monica, CA: Lawrence Erlbaum Associates.|
|Abstract:||Inquiry-based elementary school science curricula present science learning as predominantly 1st-hand investigations where students directly interact with phenomena. Text- based experiences are limited and not generally integrated with 1st-hand experiences. We conceptualize inquiry instruction as the interplay of 1st- and 2nd-hand investigations that are text-based. Our study of 2nd-hand investigation utilized texts that are modeled after key elements of the notebook of a scientist. In an experimental study, we investigated the efficacy of four interplay conditions created by counterbalancing type of investigation (1st- or 2nd-hand) and context of investigation (ramp or table) for learning about the role of mass and force on the motion of objects. Participants were 4th grade students from a low SES working-class community. Results of non-parametric statistical tests of pre-post instruction items on a paper- pencil assessment indicated a preferred sequence and mode of investigation of contexts to support learning when 1st- and 2nd-hand investigations are in interplay. We argue that these results suggest it is possible and important to examine learning from instruction at this level of specificity.|
|Appears in Collections:||ICLS 2004|
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