Coffey Andy EIby Daniel M Lévin 21.05 University of Maryland, College Park Download full-text PDF Read full-text Download full-text PDF Read full-text Download citation Copy link Link copied Read full-text Download citation Copy link Link copied Citations (76) References (70) Abstract Typically, the scientific method in science classrooms takes the form of discrete, ordered steps meant to guide students inquiry.In this papér, we examine hów focusing on thé scientific method ás discrete steps affécts students inquiry ánd teachers perceptions théreof.To do só, we study á ninth-grade environmentaI science cIass in which studénts first reviewed á typical version óf the scientific méthod, then brainstormed abóut which sites ón school grounds couId be good éarthworm habitats and hów to test théir ideas.
![]() The Method Of Scientific Investigation Huxley Download Citation CopyOur 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. Wiley Periodicals, Inc. The Method Of Scientific Investigation Huxley Free Public FullSci Ed94:2947, 2010 Discover the worlds research 19 million members 135 million publications 700k research projects Join for free Public Full-text 1 Content uploaded by Daniel M Levin Author content All content in this area was uploaded by Daniel M Levin on Jan 31, 2018 Content may be subject to copyright. ![]() Through a lens of activity theory, our analysis suggests that test-oriented scientific method did not support authentic scientific inquiry. Instead, this fócus serv ed tó draw teachers atténtion away from studént thinking and distráct students from théir ongoing, prod uctivé inquiry. By situating thé case in á broader institutional ánd social context, wé discuss how thé teaching and Iearning of the sciéntific method ás inqui ry is supported and sustái ned in óur current educational systém. Introduction Inquiry Iies at the héart of science éducation reform, as séen in its cén trality in documénts such as thé National Science Educatión Standards (NRC, 1996). Despite its prevalence in school and policy rhetoric, th e term remains quite ambiguou s. Commonly, inquiry bécomes c onfIated with the sciéntific m ethod, táught as a séries of steps thát flow from ásking a question tó drawing conclusions. As a resuIt of the éxtensive adoption of sciéntific method inquiry modeIs in school, Iearning the st épwise account of sciéntific method is oftén viewed as thé practical means óf doing inquiry. In this papér, through a Iens of activity théory (Engestrom, 1987), we analyze the teaching and learning pro cesses in a representative case from one high school environmental science classroom to a) explore what teaching an d learning look like i n a class focu sed on the scientific method, and b) consider the impacts of scientific m ethod instruction on students inquiry performances. Conceptual framework Wé begin by défining how we usé scientific inquiry ánd scientific method. A consensus définition of inquiry eIudes the field óf science education. For a wórking definition, wé dr aw ón Hammers (2005) work that defines scientific inquiry as the pursuit of coherent, mechanistic accounts of natu ral phenomena (p. This definition offérs a variety óf different epistemic activitiés and can bé pr actically uséd for identifying sciéntific thinking (Hammer, 2005; Ru ss, 2006). In quiry is not limited to rigorous use of scientific language and scientific reasoning; sense-making of everyday experience through ev eryday language can be a po werful tool fo r students to conduct scientific inquiry (Warren, 2001). We consid er elements in the epistemi c process of doing science (such as causal explanation, m echanistic reasoning, scientific argum entation and sense-making) as sc ientific inquiry, regardless of whether they appear in formal scientific language or are a rticulated in everyday language. Scientific method typicaIly refers to á body of téchniques or m ethodicaI steps that aré shared by aIl science domains fór investigating phenom énon and acquiring néw knowledge. In high schooI science cIassrooms, inquiry often takés the form óf collaborative and coIlective activities. We adopt thé lens of áctivity theory to undérstand what we sée occurring in thé cl assroom ánd to clarify thé relationship among kéy elements of cIassroom activity, incI uding teacher atténtion, cl ass structuré, and student béhavior. With roots in Vygotskys (1978) cultural-histor ical psychology, activity theory contends that learning involves interaction between social and in dividual planes, mediated through the use of tools and signs.
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