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Journal articles on the topic 'Nature of scientific inquiry'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Han, Sujin, Chanho Yang, and Taehee Noh. "Instructional Influences of Explicit and Reflective Scientific Inquiry Learning Program about Nature of Scientific Inquiry." Journal of the Korean Chemical Society 57, no. 1 (February 20, 2013): 115–26. http://dx.doi.org/10.5012/jkcs.2013.57.1.115.

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2

Lederman, Norman G. "Contextualizing the Relationship Between Nature of Scientific Knowledge and Scientific Inquiry." Science & Education 28, no. 3-5 (February 12, 2019): 249–67. http://dx.doi.org/10.1007/s11191-019-00030-8.

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3

Bjønness, Birgitte, and Erik Knain. "A science teacher’s complex beliefs about nature of scientific inquiry." Nordic Studies in Science Education 14, no. 1 (January 19, 2018): 54–67. http://dx.doi.org/10.5617/nordina.2676.

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One major concern relating to teaching scientific inquiry is that many teachers show epistemologically naive beliefs about nature of science (NOS). In this study, we use in-depth interviews to identify an upper secondary science teacher’s beliefs about NOS and scientific inquiry in school. We found that what seemed to be a teacher’s positivist position was embedded in broader concerns regarding pedagogical considerations and personal engagement relating to the students. This broader ecology of a teacher’s beliefs enabled us to understand why positivist epistemology and related myths concerning NOS are seemingly robust in school versions of scientific inquiry. We suggest that implications for science teacher education and professional development are that teacher (students) need opportunities for guided reflections on personal experiences and commitments towards scientific inquiry to increase conscience with respect to how they might affect their situated practice.

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4

Wang, Jingying, and Ying Zhao. "COMPARATIVE RESEARCH ON THE UNDERSTANDINGS OF NATURE OF SCIENCE AND SCIENTIFIC INQUIRY BETWEEN SCIENCE TEACHERS FROM SHANGHAI AND CHICAGO." Journal of Baltic Science Education 15, no. 1 (February 20, 2016): 97–108. http://dx.doi.org/10.33225/jbse/16.15.97.

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Nature of science is considered to be an important component of scientific literacy, and understanding the nature of science is advocated as an important goal of science education. Scientific inquiry is regarded as the core of curriculum reform, which has become the consensus of the international K-12 science education, as well as a scientific direction for which educators have been striving over the last century. To compare the views of nature of science and scientific inquiry of teachers between China and United States, 90 high school science teachers from Shanghai and Chicago are chosen to do open-ended questionnaires and interviews. By conducting the sequential mixed method and using the empirical investigations of VNOS-D and VOSI-S, their different understandings mainly perform in the specific aspects of nature of science and scientific inquiry, cognitive stages, types and relationships etc. Overall, the level of American teachers’ views of nature of science and science inquiry are better than Chinese. Finally, some suggestions on Chinese science teachers’ education are proposed. Key words: epistemological belief in science, nature of science, scientific inquiry.

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Fergusson, Lee, Bradley Shallies, and Gerry Meijer. "The scientific nature of work-based learning and research." Higher Education, Skills and Work-Based Learning 10, no. 1 (October 2, 2019): 171–86. http://dx.doi.org/10.1108/heswbl-05-2019-0060.

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Purpose The purpose of this paper is to explore the scientific nature of work-based learning (WBL) and research as operationalized in Professional Studies by examining first principles of scientific inquiry. Design/methodology/approach This paper introduces a Professional Studies program as it has been implemented at University of Southern Queensland in Australia and examines it from the perspective of five first principles of scientific inquiry: systematic exploration and reporting, use of models, objectivity, testability and applicability. The authors do so not to privilege the meritorious qualities of science or to legitimise WBL or its example in Professional Studies by conferring on them the status of science, but to highlight their systematised approach to learning and research. Findings If the authors define Professional Studies to mean the systematic inquiry of work-based people, processes and phenomena, evidence affirmatively suggests that it is scientific “in nature”. Originality/value WBL has been well documented, but its orientation to research, particularly mixed methods (MM) research through Professional Studies, and its adherence to first principles of science have never been explored; this paper begins to uncover the value of work-based pedagogical approaches to learning and research.

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성희수, Chun Jaesun, and Shin Jung Yun. "Pre - service Biology Teachers‘ Understanding about Nature of the Scientific Inquiry - The Views about Scientific Inquiry (VASI) QuestIonnaire -." BIOLOGY EDUCATION 44, no. 2 (June 2016): 191–209. http://dx.doi.org/10.15717/bioedu.2016.44.2.191.

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7

Nuora, Piia, Jouni Välisaari, and Tiina Kiviniemi. "Adolescents' perception of scientific Inquiry in nature: a drawing analysis." Nordic Studies in Science Education 15, no. 3 (October 30, 2019): 313–27. http://dx.doi.org/10.5617/nordina.6439.

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This study was carried out to determine adolescents’ perception of scientific inquiry (SI) in nature and the effect of a science camp on those perceptions. Eleven science campers (14 to 16 years old) participated in this research during a science camp. Pre- and post-test included open questions and drawing tasks. The campers’ drawings were analyzed to assess their out-of-school perceptions related to SI. The aim was to clarify what phases and factors the campers associated with SI in nature, and how their perceptions differ after participating at a science camp. The findings suggest that the phases of SI were well known before the camp, but minor developments in campers’ perceptions of the phases of SI did occur. In the drawing analysis, symbols from a range of areas were identified. The symbols most frequently referred to the natural environment. The drawings in the post-test were generally more detailed than those in the pre-test. In particular, symbols of technology and laboratory equipment appeared more frequently after the science camp.

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8

Sintonen, Matti. "How to Put Questions to Nature." Royal Institute of Philosophy Supplement 27 (March 1990): 267–84. http://dx.doi.org/10.1017/s1358246100005142.

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In this paper I propose to examine, and in part revive, a time-honoured perspective to inquiry in general and scientific explanation in particular. The perspective is to view inquiry as a search for answers to questions. If there is anything that deserves to be called a working scientist's view of his or her daily work, it surely is that he or she phrases questions and attempts to find satisfactory answers to them.

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9

Grady, Julie, Erin Dolan, and George Glasson. "Agriscience Student Engagement in Scientific Inquiry: Representations of Scientific Processes and Nature of Science." Journal of Agricultural Education 51, no. 4 (December 1, 2010): 10–19. http://dx.doi.org/10.5032/jae.2010.04010.

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10

Buxner, Sanlyn R. "Exploring How Research Experiences For Teachers Changes Their Understandings Of The Nature Of Science And Scientific Inquiry." Journal of Astronomy & Earth Sciences Education (JAESE) 1, no. 1 (January 19, 2015): 53. http://dx.doi.org/10.19030/jaese.v1i1.9107.

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<p>The nature of science is a prevalent theme across United States national science education standards and frameworks as well as other documents that guide formal and informal science education reform. To support teachers in engaging their students in authentic scientific practices and reformed teaching strategies, research experiences for teachers offered in national laboratories, university research centers, and national field-sites promise opportunities to help teachers update their current understanding of STEM fields and experience firsthand how scientific research is conducted with the end goal of supporting more inquiry-based teaching approaches in their classrooms. This qualitative interpretive study used an adapted Views of Nature of Science and Views on Scientific Inquiry surveys and protocols to investigate changes in 43 practicing teachers understandings about the nature of science and scientific inquiry as a result of participation in one of three summer science research programs. Each program provided participants with research experiences alongside professional researchers as well as activities intended to increase participants abilities to provide inquiry-based science learning activities for their students. Data were collected using open-ended surveys pre-program, post-program and long-term follow-up surveys, semi-structured interviews, focus groups, along with researchers observations and field-notes. Participation in these programs led to small, measurable enhancements in teachers understandings of scientific inquiry and the nature of science. Teachers prior experience with research was found to have the strongest relationship to their knowledge of the nature of science and scientific inquiry. The data in this study provides evidence that research experiences can provide valuable experiences to support teachers improved knowledge of how science is conducted.</p>

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11

Cho, Eunjin. "Investigation into Tenth Graders’ Understanding of the “Nature of Scientific Inquiry”." Journal of the Korean earth science society 41, no. 3 (June 30, 2020): 273–90. http://dx.doi.org/10.5467/jkess.2020.41.3.273.

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12

ChoHyungSook and 김민정. "The nature and methods of two-year-old toddlers’ scientific inquiry." Korean Journal of Early Childhood Education 29, no. 4 (August 2009): 97–123. http://dx.doi.org/10.18023/kjece.2009.29.4.005.

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13

HANLEY, RYAN PATRICK. "Political Science and Political Understanding: Isaiah Berlin on the Nature of Political Inquiry." American Political Science Review 98, no. 2 (May 2004): 327–39. http://dx.doi.org/10.1017/s0003055404001170.

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I saiah Berlin is remembered for his positive/negative liberty distinction and his value pluralism, but he was also an active participant in the debate over the nature of political inquiry. This essay argues that his neglected contribution to this debate is central to his thought and a valuable resource in today's debate over political science's methods and ends. I first show how Berlin understood the relationship of empirical science to humanistic study. I then demonstrate that his conceptions of political judgment and the “sense of reality” were intended as alternatives to the scientific pursuit of political knowledge. Finally, I argue that his Churchill and Weizmann essays present exemplars of the moral excellence Berlin considered necessary to ennoble liberal society and the political understanding indispensable to comprehensive political inquiry. I conclude by noting how Berlin's critique of scientific political inquiry informs his liberalism and his own methods of political inquiry.

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14

Kremer, Kerstin, Christiane Specht, Detlef Urhahne, and Jürgen Mayer. "The relationship in biology between the nature of science and scientific inquiry." Journal of Biological Education 48, no. 1 (April 25, 2013): 1–8. http://dx.doi.org/10.1080/00219266.2013.788541.

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15

Grivas, Christopher R., and Debra A. Komar. "Kumho,Daubert, and the Nature of Scientific Inquiry: Implications for Forensic Anthropology." Journal of Forensic Sciences 53, no. 4 (July 2008): 771–76. http://dx.doi.org/10.1111/j.1556-4029.2008.00771.x.

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16

이미류 and 소금현. "The Effect of Nature Observation Diary with Partner on Scientific Inquiry Ability and Scientific Communication Skills." BIOLOGY EDUCATION 46, no. 1 (March 2018): 119–28. http://dx.doi.org/10.15717/bioedu.2018.46.1.119.

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17

Öztürk, Fatma Önen. "USING THE HISTORY OF SCIENCE TO TEACH SCIENTIFIC INQUIRY." Journal of Baltic Science Education 15, no. 1 (February 20, 2016): 28–47. http://dx.doi.org/10.33225/jbse/16.15.28.

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The aim of the research is to detect the views of the science teacher candidates about the nature of scientific inquiry before and after a history of science based teaching process. The research was made with the participation of 18 teacher candidates, who were enrolled in the primary science-teaching department of an Istanbul-based university. The qualitative data collection and analysis methods were used in the research, which was based upon the “case studies” to uncover the views in more details. Data of the research were collected by using the document analysis and interview. The data were assessed through the content and descriptive analysis methods. The results of the research represented that the teacher candidates’ views about the guidance of the scientific questions to the scientific investigations, the multiple purposes of the scientific investigations and the justification of the scientific knowledge were “weak” in the pre-test, and their views about the remaining aspects were at the level of “informed.” The teacher candidates could not express “sophisticated” views about any aspect. After the implementation process, it was seen that the teacher candidates’ views about the method diversity and the distinctions between the data and the evidence improved, but there was no difference in their views about other aspects. Key words: history of science, nature of scientific inquiry, science teacher candidate, science teaching.

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18

장기범 and DongHoon Shin. "Analysis of Observation Characteristics of Students who Participate in Korea Student Scientific Inquiry Olympic-Nature Observation Inquiry Competition." Korean Journal of Elementary Education 27, no. 2 (June 2016): 433–48. http://dx.doi.org/10.20972/kjee.27.2.201606.433.

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19

Sibley, Amanda, and Terri L. Kurz. "Exploring nature through mathematics." Teaching Children Mathematics 20, no. 1 (August 2013): 16–17. http://dx.doi.org/10.5951/teacchilmath.20.1.0016.

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Math by the Month is a regular department of the journal, featuring collections of short activities focused on a monthly theme. These articles aim for an inquiry or problem-solving orientation that includes at least four activities each for grade bands K–2, 3–4, and 5–6. In the current issue, mathematics is visible where we least expect it. The use of mathematics gives us a more fruitful understanding of Earth, its animals, and scientific processes. We use math to forecast environmental changes, predict future events, and decide when intervention is necessary to protect the survival of species that are at risk.

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20

Alam Choudhury, Masudul. "The nature of Islamic socio‐scientific inquiry Theory and application to capital markets." International Journal of Social Economics 27, no. 1 (January 2000): 62–85. http://dx.doi.org/10.1108/03068290010306462.

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21

Leblebicioglu, G., D. Metin, E. Capkinoglu, P. S. Cetin, E. Eroglu Dogan, and R. Schwartz. "Changes in Students’ Views about Nature of Scientific Inquiry at a Science Camp." Science & Education 26, no. 7-9 (November 2017): 889–917. http://dx.doi.org/10.1007/s11191-017-9941-z.

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22

Widowati, A., S. Atun, IGP Suryadarma, Setuju ., E. Widodo, S. Nurohman, and R. E.K Yuneivi. "The Development of Blog with Nos Within Inquiry Laboratory an Approach for Developing Scientific Literacy of the Student in Junior High School." International Journal of Engineering & Technology 7, no. 3.2 (June 20, 2018): 756. http://dx.doi.org/10.14419/ijet.v7i3.2.18744.

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The era of industry 4.0 requires Indonesia's quality human resources superior, but there are a big problem that many students have low of scientific literacy. Efforts to instill scientific literacy can help students develop an informed conception of the nature of science (NOS) by using a progressive and authentic learning inquiry environment. This research investigate about how is the blog with NOS within inquiry laboratory model that is eligible to develop scientific literacy in science learning of junior high school and the effectiveness of blog with NOS within inquiry laboratory model for developing scientific inquiry. This research is done by 4D Model in Research and Development. The Subject is expert in media and science content, and 68 students of SMP N 9 Yogyakarta. The design of playing field testing is quasi experiment with nonequivalent pretest-postest control group design. The research instruments are the questionnaire of product validation and the scientific literacy test. The data analyze with descriptive qualitative for the validation result and t-test for the scientific literacy test results. The results show that the blogs that produced in this research is eligible as learning media in NOS within inquiry laboratory model. There is a significant difference scientific literacy between before and after learning with and without using blog in NOS within inquiry laboratory model

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23

Prachagool, Veena, and Prasart Nuangchalerm. "Investigating understanding the nature of science." International Journal of Evaluation and Research in Education (IJERE) 8, no. 4 (December 1, 2019): 719. http://dx.doi.org/10.11591/ijere.v8i4.20282.

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<p><span>The survey method was employed for investigating understanding nature of science</span><span lang="IN"> (NOS)</span><span> between general science education and science pre-service teachers. Independent t-test and two-way ANOVA were used for testing hypothesis. Results found that both of two programs rated understanding NOS ranges disagree and highly agree levels in different items. The item ‘scientists work in their laboratory, even though social needs are not influence to scientists’, disagree for general science education but agree for science program. The post-hoc test indicated that there were not differences by mean scale of two programs. There was no interaction between group and components of NOS. The post-hoc test also indicated that not found the differences in each component among scientific worldview, scientific inquiry, and scientific enterprises. However, three components of NOS must incorporate to teacher preparation program for making community of science and literate person as well as philosophy of science education.</span></p>

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24

Mutasam, Utaria, Ibrohim Ibrohim, and Herawati Susilo. "Penerapan Pembelajaran Sains Berbasis Inquiry Based Learning Terintegrasi Nature of Science Terhadap Literasi Sains." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 5, no. 10 (October 30, 2021): 1467. http://dx.doi.org/10.17977/jptpp.v5i10.14131.

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<p><strong>Abstract:</strong> The aim of research was to describe the effect of the application of Inquiry-Based Learning (IBL) integrated the Nature of Science (NOS) on student scientific literacy. The implementation design used was nonrandomized control group pretest-posttest design with research subjects using two classes namely VII C (control class) and VII D (experimental class) of SMP Laboratorium UM. Data was collected using a scientific literacy test and then analyzed descriptively and statistically and the results are that the application IBL integrated NOS influences students' scientific literacy with level of scientific literacy of students is included in the nominal and functional categories.<em> </em></p><strong>Abstrak:</strong> Penelitian bertujuan untuk mengetahui pengaruh penerapan pembelajaran sains berbasis <em>Inquiry Based Learning</em> (IBL) terintegrasi <em>Nature of Science</em> (NOS) terhadap literasi sains siswa dengan menggunakan desain implementasi nonrandomized control group pretest-posttest design pada subjek penelitian siswa kelas VII C (kelas kontrol) dan VII D (kelas eksperimen) di SMP Laboratorium UM. Data dikumpulkan dengan menggunakan tes uraian literasi sains lalu dianalisis secara deskriptif dan statistik yang menunjukkan hasil bahwa penerapan pembelajaran sains berbasis IBL terintegrasi NOS berpengaruh terhadap literasi sains siswa yang mana berada pada tingkat nominal dan fungsional.

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25

Leblebicioglu, G., N. M. Abik, E. Capkinoglu, D. Metin, E. Eroglu Dogan, P. S. Cetin, and R. Schwartz. "Science Camps for Introducing Nature of Scientific Inquiry Through Student Inquiries in Nature: Two Applications with Retention Study." Research in Science Education 49, no. 5 (August 24, 2017): 1231–55. http://dx.doi.org/10.1007/s11165-017-9652-0.

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26

Mesci, Günkut, Renee S. Schwartz, and Brandy Ann-Skjold Pleasants. "Enabling Factors of Preservice Science Teachers’ Pedagogical Content Knowledge for Nature of Science and Nature of Scientific Inquiry." Science & Education 29, no. 2 (January 21, 2020): 263–97. http://dx.doi.org/10.1007/s11191-019-00090-w.

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27

Zhao, Li, Wei He, Xiaohong Liu, Kai-Hsin Tai, and Jon-Chao Hong. "EXPLORING THE EFFECTS ON FIFTH GRADERS’ CONCEPT ACHIEVEMENT AND SCIENTIFIC EPISTEMOLOGICAL BELIEFS: APPLYING THE PREDICTION-OBSERVATION-EXPLANATION INQUIRY-BASED LEARNING MODEL IN SCIENCE EDUCATION." Journal of Baltic Science Education 20, no. 4 (August 15, 2021): 664–76. http://dx.doi.org/10.33225/jbse/21.20.664.

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The inquiry-based learning model can facilitate students’ understanding of scientific concepts. Scientific epistemological beliefs (SEBs) are related to students’ beliefs about the nature of the process of knowledge in science education. However, whether the “prediction-observation-explanation” (POE) inquiry-based learning model can facilitate fifth graders’ concept achievement and SEBs in science education has not been extensively studied. This study selected the unit of Light Refraction to explore the effects of POE learning on fifth graders’ science concept achievement and SEBs. The Light Refraction Test and Scientific Epistemological Beliefs measurement were applied to the two groups prior to and following the experiment. The experimental group (N=86) participated in POE inquiry-based learning, whereas the control group (N=88) participated without POE inquiry-based learning. The results revealed a significant difference between the two groups, with the experimental group learners performing better than the control group in the concept achievement. In addition, the results showed better positive effects of POE on experimental group learners’ SEBs in the scales of Source and Certainty. Findings suggested that learners achieved better concept achievements and SEBs with the approach of POE inquiry-based learning, which pointed to certain implications for inquiry-based teaching, as well as in education of future science instructors. Keywords: inquiry-based learning model, light refraction, prediction-observation-explanation, science education, scientific epistemological beliefs

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28

Vhurumuku, Elaosi. "High School Chemistry students' scientific epistemologies and perceptions of the nature of laboratory inquiry." Chem. Educ. Res. Pract. 12, no. 1 (2011): 47–56. http://dx.doi.org/10.1039/c1rp90007b.

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29

Bartos, Stephen A., and Norman G. Lederman. "Teachers' knowledge structures for nature of science and scientific inquiry: Conceptions and classroom practice." Journal of Research in Science Teaching 51, no. 9 (August 13, 2014): 1150–84. http://dx.doi.org/10.1002/tea.21168.

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30

Stein, Sofia Inês Albornoz. "Nature-Life continuity: is there a necessary method of inquiry?" Filosofia Unisinos 22, no. 1 (March 15, 2021): 102–7. http://dx.doi.org/10.4013/fsu.2021.221.12.

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In Linguistic Bodies, Ezequiel A. Di Paolo, Elena Clare Cuffari and Hanne De Jaegher (2018) propose a dialectic method to explain organism’s movements and exchanges, i.e., life inter-actions and evolution, that can also explain the evolution from life to cultural relations, that include linguistic interactions. One of the main questions Linguistic Bodies wants to answer is how to explain human life and culture without a reductive scientific thought. If one defies radical reductionism, one of the central risks is to dissociate physical inquiries from biological investigations. In the book, the authors oppose the analytical mode of thinking present in many natural sciences to a dialectical mode of thinking that would explain living beings’ interactions. It is relevant to question if they succeeded in defending the dialectical model they profess to be the best suited to explain human social phenomena. Following this line of rationale, in this paper, I will, first, show that dialectical methods are over-ambitious and, second, inquire into the anti-reductionist attitude present in the dialectical model advocated in Linguistic Bodies.Key-words: Linguistic bodies, radical reductionism, dialectical model.

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31

Hernández, Fidel. "Ecological Discord and the Importance of Scale in Scientific Inquiry." Journal of Wildlife Management 84, no. 8 (August 15, 2020): 1427–34. http://dx.doi.org/10.1002/jwmg.21942.

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32

Lederman, Norman G., and Judith S. Lederman. "Teaching and Learning of Nature of Scientific Knowledge and Scientific Inquiry: Building Capacity through Systematic Research-Based Professional Development." Journal of Science Teacher Education 30, no. 7 (July 3, 2019): 737–62. http://dx.doi.org/10.1080/1046560x.2019.1625572.

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Johansson, Annie-Maj, and Per-Olof Wickman. "Vad ska elever lära sig angående naturvetenskaplig verksamhet? - En analys av svenska läroplaner för grundskolan under 50 år. "What should students learn about scientific inquiry? A comparative study of 50 years of the Swedish national curricula."." Nordic Studies in Science Education 8, no. 3 (December 12, 2012): 197–212. http://dx.doi.org/10.5617/nordina.528.

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The purpose of this study is to contribute to an understanding of which changes related to scientific inquiry have been made historically in curriculum documents. A comparative analysis is made of five Swedish national curricula– Lgr 62, Lgr 69, Lgr 80, Lpo 94 and Lgr 11 – during the last 50 years regarding what compulsory school students (school years 1–9) should learn about scientific inquiry. It focuses 1) what students should learn about carrying out scientific inquiries, and 2) what students should learn about the nature of science. All of the curricula examined have aims concerning scientific inquiry. The results show that during the period there have been many shifts in emphasis and changes of aims, for example from learning an inductive method to a more deductive one, and from an emphasis on carrying out investigations to an emphasis on more conceptual understanding of scientific investigations. Because teaching traditions tend to conserve aspects of earlier curricula, it is discussed how the results can help teachers, teacher students and curriculum developers to better see the consequences of the changes for teaching and learning.

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34

Roth, Randolph. "Scientific History and Experimental History." Journal of Interdisciplinary History 43, no. 3 (December 2012): 443–58. http://dx.doi.org/10.1162/jinh_a_00425.

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The promise of scientific history and scientifically informed history is more modest today than it was in the nineteenth century, when a number of intellectuals hoped to transform history into a scientific mode of inquiry that would unite the humanities, social sciences, and natural sciences, and reveal profound truths about human nature and destiny. But Edmund Russell in Evolutionary History and Jared Diamond and James A. Robinson in Natural Experiments of History demonstrate that historians can write interdisciplinary, comparative analyses using the strategies of nonexperimental natural science to search for deep patterns in human behavior and for correlates to those patterns that can lead to a better, though not infallible, understanding of historical causality.

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Krestovnikov, Oleg A. "Activity-Based Systems Approach as a Framework for Methodology Programs in Forensic Science Research." Theory and Practice of Forensic Science 13, no. 2 (July 11, 2018): 27–35. http://dx.doi.org/10.30764/1819-2785-2018-13-2-27-35.

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The activity-based systems approach has been gaining in importance as a method of scientific inquiry, with its methodological orientation towards the study of objective reality in its relationship with our understanding of the nature, structure and genesis of various forms of activity. «Activity» is a central concept of this approach that reflects the multidimensional and multilayered nature of social existence. The scientific use of this concept has its roots in philosophical tradition. «Activity» is one of the more important categories in the system of forensic knowledge. Human activity is the key object of theoretical, applied and translational research in forensic science. This includes criminal activity as the object of inquiry, on the one hand, and forensic activity as the object of management and optimization, on the other hand.

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Prima, Eka Cahya, Setiya Utari, Didi Teguh Chandra, Lilik Hasanah, and Dadi Rusdiana. "Heat and temperature experiment designs to support students’ conception on nature of science." Journal of Technology and Science Education 8, no. 4 (September 20, 2018): 453. http://dx.doi.org/10.3926/jotse.419.

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Constructing student’s scientific literacy is still a challenge for the developing country. PISA 2015 report on scientific literacy showed that Indonesia was positioned at 62th out of 70 countries. According to this result, the students are only able to explain the simple science phenomenon because some learning activities have not followed good scientific inquiry as a fundamental aspect of the nature of science. To overcome the problem, PISA 2015 stated that teachers are suggested to design well-structured laboratory activities that make actual scientific concepts and ideas, and help students make the connection among the hands-on activities, scientific ideas and real-life problems. Moreover, the student’s conception of the nature of scientific knowledge is required to help a student become a scientifically literate person. This work aims to construct science knowledge and contextual problems to support students’ conception of the nature of science. In the case of the physics subject, eight new heat and temperature experiment designs are proposed to construct students’ scientific literacy in high schools. The aspects of scientific literacy on experiment designs are developed based on PISA 2015 frameworks.

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37

Sarışan-Tungaç, Aslı, Süleyman Yaman, and Belgin Bal-Incebacak. "STUDENTS’ VIEWS OF SCIENTIFIC INQUIRY IN A CREATIVE DRAMA ACTIVITY." Journal of Baltic Science Education 17, no. 3 (June 25, 2018): 367–80. http://dx.doi.org/10.33225/jbse/18.17.367.

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One of the most important objectives of the science education includes helping students to think about the nature of scientific inquiries like a scientist and keep this point of view in order to understand the events occurring around them. This research aims to (1) compare secondary school students’ views -who have creative drama & conventional education- about scientific inquiry, (2) and whether the experimental and control group students’ views about scientific research differ depending on gender after process. Pre-experimental design with control group was used in this research. The sample of this research consisted of 130 students of 6th grade secondary school in Samsun, Turkey. The data were collected by using VOSI-E questionnaire. Data collected with VOSI-E were analyzed using grouping standards, and students were classified as novice, transition and expert. The data were analyzed by descriptive statistics and nonparametric chi-square test. Research results show that when compared to conventional activities in terms of developing positive views about scientific inquiry, creative drama activities lead higher number of students to expert level. Also, it was found out that the number of students in expert category in experimental group was higher than those in control group at the end of education process. Keywords: creative drama, views of scientific inquiry (VOSI), science curriculum.

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Chan, Kit Yu Karen, Sylvia Yang, Max E. Maliska, and Daniel Grünbaum. "An Interdisciplinary Guided Inquiry on Estuarine Transport Using a Computer Model in High School Classrooms." American Biology Teacher 74, no. 1 (January 1, 2012): 26–33. http://dx.doi.org/10.1525/abt.2012.74.1.7.

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The National Science Education Standards have highlighted the importance of active learning and reflection for contemporary scientific methods in K–12 classrooms, including the use of models. Computer modeling and visualization are tools that researchers employ in their scientific inquiry process, and often computer models are used in collaborative projects across disciplines. The goal of this project was to develop and field-test a module that used a computer model to teach marine sciences content in an applied, inquiry-based, and collaborative manner. Students used an estuarine transport model to explore the question of how circulation patterns affect planktonic organisms, demonstrating the interdisciplinary interaction of physics and biology. Our experience suggests that computer models, when used for inquiry, can help foster students' understanding of the nature of science and critical-thinking skills.

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Seong, Jeong-Min, and Yong-Han Park. "Effects of Gardening Activity on Preschoolers' Nature-friendly Attitude, Scientific Inquiry Ability, and Emotional Intelligence." Korean Society for Child Education 25, no. 4 (November 25, 2016): 205–25. http://dx.doi.org/10.17643/kjce.2016.25.4.11.

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Widowati, A., E. Widodo, P. Anjarsari, and Setuju. "The Development of Scientific Literacy through Nature of Science (NoS) within Inquiry Based Learning Approach." Journal of Physics: Conference Series 909 (November 2017): 012067. http://dx.doi.org/10.1088/1742-6596/909/1/012067.

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Vandermaas-Peeler, Maureen, Lauren Westerberg, Hailey Fleishman, Kaitlin Sands, and Melissa Mischka. "Parental guidance of young children’s mathematics and scientific inquiry in games, cooking, and nature activities." International Journal of Early Years Education 26, no. 4 (May 31, 2018): 369–86. http://dx.doi.org/10.1080/09669760.2018.1481734.

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Deffit, Sarah N., Cori Neff, and Jennifer R. Kowalski. "Exploring Caenorhabditis elegans Behavior: An Inquiry-Based Laboratory Module for Middle or High School Students." American Biology Teacher 79, no. 8 (October 1, 2017): 661–67. http://dx.doi.org/10.1525/abt.2017.79.8.661.

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The use of primary scientific inquiry and experimentation to develop students’ understanding of methodologies used by scientists and the nature of science is a key component of the Next-Generation Science Standards (NGSS). Introduction to inquiry-based experimentation also has been shown to improve students’ attitudes and interest in science. However, implementing scientific inquiry activities that include experimental design and data analysis in a classroom of middle or high school students can be daunting for teachers with limited experimental experience. Here, we present a four- to five-day, inquiry-based laboratory activity designed to teach students about the scientific process and excite them about scientific discovery while providing opportunities for interactions of both teachers and students with scientists in the field. Within this laboratory module, students make observations and develop their own research questions, then design, execute, analyze, and present the results of their hypothesis-driven experiments investigating the behavior of Caenorhabditis elegans, a relatively inexpensive and tractable model organism. Our experience running this module in a middle school biology classroom suggests students enjoyed the opportunity to investigate their own research questions, and post-course surveys indicated that students’ fear of biology decreased and their interest in biology-related careers increased following participation in the module.

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Arka, Srinivas. "Spiritual and Scientific Inquiry as ways the East and the West have sought to understand the nature of Reality." DIALOGO 7, no. 2 (June 30, 2021): 35–43. http://dx.doi.org/10.51917/dialogo.2021.7.2.2.

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Western and Eastern philosophical cultures have different perspectives on inquiring about the nature of reality. These influences have shaped the approach to what qualifies as science in the West and Spiritual Inquiry in the East. These perspectives are intimately related to the topic of the reliability of scientific theories and spiritual inquiry and the ultimate purpose of both approaches. This paper mainly examines whether there is something to be gained from an Eastern way of thought and presents its benefits given that our current science has largely been influenced by Western thought. However, any evaluation of both perspectives must also contemplate how future science may be advanced by incorporating these complementary approaches.

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Thomas, Gregory, and Al Meldrum. "Students’ perceptions of changes to the learning environments of undergraduate physics laboratories." Interactive Technology and Smart Education 15, no. 2 (June 18, 2018): 165–80. http://dx.doi.org/10.1108/itse-10-2017-0045.

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Purpose The purpose of this study was to explore students’ perceptions to changes to the learning environment of their undergraduate physics laboratories, in which their scientific inquiry processes were stimulated. Design/methodology/approach The activities students engaged in were redesigned to reflect a guided inquiry approach and to acknowledge modern-day advances in science and technology. Further, enhanced guidance was provided for laboratory instructors regarding the nature of scientific inquiry and how to structure students’ inquiry experiences during laboratory sessions. Students’ views were sought regarding their perceptions of the impact of the reforms on the laboratory learning environments, their thinking processes in those environments and their views regarding the reform’s value and appropriateness. Findings Analyses of quantitative and qualitative data suggested that students responded positively to the reforms implemented. Large effect sizes of between 0.70 and 1.20 suggested significant positive shifts in students’ perceptions of dimensions of their laboratory learning environments. In interviews, students expressed that they had engaged in the cognitive processes of scientific inquiry and suggested that the reforms had stimulated such “inquiry” thinking. However, their perceptions of the value and appropriateness of such inquiry-oriented laboratory learning environments were mixed. Originality/value Concerns persist in higher education in relation to the extent of students’ inquiry processes in undergraduate physics laboratories. Reforms to both the activities that students engage in and to instructional strategies are necessary. Raising awareness of the views expressed by students might help inform future reforms that accommodate those views to further enhance similar reforms.

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Lederman, Norman G., Allison Antink, and Stephen Bartos. "Nature of Science, Scientific Inquiry, and Socio-Scientific Issues Arising from Genetics: A Pathway to Developing a Scientifically Literate Citizenry." Science & Education 23, no. 2 (June 13, 2012): 285–302. http://dx.doi.org/10.1007/s11191-012-9503-3.

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Bright, Liam Kofi. "Why Do Scientists Lie?" Royal Institute of Philosophy Supplement 89 (May 2021): 117–29. http://dx.doi.org/10.1017/s1358246121000102.

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AbstractIt's natural to think of scientists as truth seekers, people driven by an intense curiosity to understand the natural world. Yet this picture of scientists and scientific inquiry sits uncomfortably with the reality and prevalence of scientific fraud. If one wants to get at the truth about nature, why lie? Won't that just set inquiry back, as people pursue false leads? To understand why this occurs – and what can be done about it – we need to understand the social structures scientists work within, and how some of the institutions which enable science to be such a successful endeavour all things considered, also abet and encourage fraud.

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Zur, Shani, and Tali Tal. "“We Know our Students”: Teacher Views of Inquiry-Based Learning Implementation in Light of Their Working Context." Proceedings of the Singapore National Academy of Science 15, no. 02 (July 7, 2021): 91–104. http://dx.doi.org/10.1142/s2591722621400093.

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Inquiry-based learning is a well-known strategy in STEM education. It aims to enhance conceptual learning, acquisition of scientific practices, and reflecting on the Nature of Science. However, evidence indicates that in practice, inquiry is often taught in a narrow, mainly experimental approach. This interpretive study analyzes teachers explicit and implicit views regarding implementing inquiry-based learning. The participants enrolled in three professional development programs. They were engaged in multiple genres of inquiry and were encouraged to design an inquiry activity. Data sources included observations, interviews, questionnaires, assignments, and reflections. Findings indicate that with regard to inquiry implementation, teachers were highly concerned about their students’ competency and their own’s working context. Teachers who discussed mostly challenges often designed a narrow-controlled inquiry, while teachers who reflected, negotiated, and challenged their initial views addressed more epistemic aspects of inquiry. Implications for supporting teachers’ development of a broader approach to inquiry learning are discussed.

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Webb, Aubree M., Stephanie L. Knight, X. Ben Wu, and Jane F. Schielack. "Teaching Science with Web-Based Inquiry Projects." International Journal of Virtual and Personal Learning Environments 5, no. 2 (April 2014): 57–68. http://dx.doi.org/10.4018/ijvple.2014040105.

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The purpose of this research is to explore a new computer-based interactive learning approach to assess the impact on student learning and attitudes toward science in a large university ecology classroom. A comparison was done with an established program to measure the relative impact of the new approach. The first inquiry project, BearCam, gives learners the freedom to navigate bear images and videos online to complete a scientific report. The new program, Virtual Ecological Inquiry (VEI), is based in the Second-Life platform and allows students to create an avatar and explore the Wolong Nature Reserve, collecting plant and environmental data in virtual form. Both inquiry projects show potential to engage learners and promote the acquisition of investigative practices and processes within inquiry. Inquiry assessment methods and changes to the VEI program are shared.

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Dudu, Washington T. "Exploring South African high school teachers’ conceptions of the nature of scientific inquiry: a case study." South African Journal of Education 34, no. 1 (February 5, 2014): 1–19. http://dx.doi.org/10.15700/201412120937.

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Stott, Angela, and Annemarie Hattingh. "Pre-service teachers’ views about the nature of science and scientific inquiry: The South African case." South African Journal of Education 40, no. 1 (February 29, 2020): 1–12. http://dx.doi.org/10.15700/saje.v40n1a1573.

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