Inquiry Based-Computational Experiment, Acquisition of Threshold Concepts and Argumentation in Science and Mathematics Education

Autor/in	Psycharis, Sarantos
Titel	Inquiry Based-Computational Experiment, Acquisition of Threshold Concepts and Argumentation in Science and Mathematics Education
Quelle	In: Educational Technology & Society, 19 (2016) 3, S.282-293 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Science Education; Mathematics Education; Persuasive Discourse; Experiments; STEM Education; Preservice Teachers; College Students; Computation; Active Learning; Inquiry; Mathematical Models; Experimental Groups; Engineering Education; Physics; Regression (Statistics); Thinking Skills; Scientific Methodology; Fundamental Concepts; Higher Education; Foreign Countries; Semi Structured Interviews; Questionnaires; Greece + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Mathematische Bildung; Persuasion; Persuasive Kommunikation; Erprobung; STEM; Collegestudent; Aktives Lernen; Mathematical model; Mathematisches Modell; Ingenieurausbildung; Physik; Regression; Regressionsanalyse; Denkfähigkeit; Grundlagenplan; Konzept; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Fragebogen; Griechenland
Abstract	Computational experiment approach considers models as the fundamental instructional units of Inquiry Based Science and Mathematics Education (IBSE) and STEM Education, where the model take the place of the "classical" experimental set-up and simulation replaces the experiment. Argumentation in IBSE and STEM education is related to the engagement of students/learners in a process where they make claims and use models and data to support their conjectures and justify or disprove their ideas. Threshold Concepts (TCs) are of particular interest to IBSE and STEM education, representing a "transformed way of understanding, or interpreting or viewing something without which the learner cannot progress." The purpose of this study is to explore the effects of IBSE teaching approach on University students': (a) argumentation; (b) involvement in the use of modelling indicators; and (c) acquisition of certain threshold concepts in Physics and Mathematics. 79 pre-service engineering school university students participated in this research and results indicate that the computational experiment can help students' acquisition of threshold concepts and improve their level of argumentation as well as the use of modelling indicators. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01