Literaturnachweis - Detailanzeige
Autor/inn/en | Rivera Maulucci, María S.; Brown, Bryan A.; Grey, Salina T.; Sullivan, Shayna |
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Titel | Urban Middle School Students' Reflections on Authentic Science Inquiry |
Quelle | In: Journal of Research in Science Teaching, 51 (2014) 9, S.1119-1149 (31 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-4308 |
DOI | 10.1002/tea.21167 |
Schlagwörter | Middle School Students; Reflection; Science Education; Inquiry; Urban Schools; Student Experience; Journal Writing; Semi Structured Interviews; Focus Groups; Science Projects; Student Attitudes; Scientific Attitudes; Scientific Literacy; Scientific Methodology; Science Achievement; Science Process Skills Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Naturwissenschaftliche Bildung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Studienerfahrung; Zeitschriftenaufsatz; Science; Project; Wissenschaft; Projekt; Schülerverhalten |
Abstract | This study explores the experiences of six urban middle school students in an authentic science inquiry program. Drawing on data including teaching journal entries, student work folders, and semi-structured focus group interviews of six participants, the findings explore six dimensions of authentic science inquiry, an approach to science inquiry in which: (a) students develop authentic and personally relevant science knowledge; (b) students' funds of knowledge shape their inquiries; (c) students' relationships with science and sustained interest in science are transformed; (d) students' identities as potential scientists are affirmed; (e) students engage in science as a social enterprise; and (f) students develop a sense of agency. The findings situate authentic science inquiry as an individual and collective characteristic of learners and the learning community. We make the case that authentic science inquiry projects provide students with a greater sense of academic agency, afford students opportunities to gain expertise, and have the potential to challenge students' understandings of science, enhance how they see themselves in relationship to science, and improve their achievement in science. (As Provided). |
Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |