Weitere Artikel dieser Ausgabe durch Wischen aufrufen
Lead editor: P-O. Wickman
This research investigated how student social interactions within two approaches to an inquiry-based science curriculum could be related to student motivation and achievement outcomes. This qualitative case study consisted of two cases, Off-Campus and On-Campus, and used ethnographic techniques of participant observation. Research participants included eight eighth grade girls, aged 13–14 years old. Data sources included formal and informal participant interviews, participant journal reflections, curriculum artifacts including quizzes, worksheets, and student-generated research posters, digital video and audio recordings, photographs, and researcher field notes. Data were transcribed verbatim and coded, then collapsed into emergent themes using NVIVO 9. The results of this research illustrate how setting conditions that promote focused concentration and communicative interactions can be positively related to student motivation and achievement outcomes in inquiry-based science. Participants in the Off-Campus case experienced more frequent states of focused concentration and out performed their peers in the On-Campus case on 46 % of classroom assignments. Off-Campus participants also designed and implemented a more cognitively complex research project, provided more in-depth analyses of their research results, and expanded their perceptions of what it means to act like a scientist to a greater extent than participants in the On-Campus case. These results can be understood in relation to Flow Theory. Student interactions that promoted the criteria necessary for initiating flow, which included having clearly defined goals, receiving immediate feedback, and maintaining a balance between challenges and skills, fostered enhanced student motivation and achievement outcomes. Implications for science teaching and future research include shifting the current focus in inquiry-based science from a continuum that progresses from teacher-directed to open inquiry experiences to a continuum that also deliberately includes and promotes the necessary criteria for establishing flow. Attending to Flow Theory and incorporating student experiences with flow into inquiry-based science lessons will enhance student motivation and achievement outcomes in science and bolster the success of inquiry-based science.
Bitte loggen Sie sich ein, um Zugang zu diesem Inhalt zu erhalten
Sie möchten Zugang zu diesem Inhalt erhalten? Dann informieren Sie sich jetzt über unsere Produkte:
Berg, A. R., Bergendahl, C. B., Lundberg, B., & Tibell, L. (2003). Benefiting from an open-ended experiment? A comparison of attitudes to, and outcomes of, an expository versus an open-inquiry version of the same experiment. International Journal of Science Education, 25(3), 351–372. doi: 10.1080/09500690210145738. CrossRef
Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Los Angeles, CA: Sage. doi: 10.1177/1363459306067319.
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York, NY: Harper and Row. doi: 10.1007/978-94-017-9088-8_14.
Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. New York, NY: Harper and Collins. doi: 10.1177/001698629704100309.
Csikszentmihalyi, M. (1999). Flow: The psychology of optimal Experience. New York, NY: Harper and Row. doi: 10.5860/CHOICE.28-0597.
DeBoer, G. E. (2006). Historical perspectives on inquiry teaching in schools. In L. B. Flick & N. G. Lederman (Eds.), Scientific inquiry and nature of science: Implications for teaching, learning, and teacher education (pp. 17–35). Dordrecht, Netherlands: Springer. doi: 10.1007/978-1-4020-5814-1_2.
Emerson, R. M., Fretz, R. I., et al. (1995). Writing ethnographic fieldnotes. Chicago, IL: The University of Chicago Press. CrossRef
Flick, L. B. (1998). Teaching practices that provide cognitive scaffolding for classroom inquiry. Retrieved from Eric. (ED442640).
Gee, J. P. (2005). An introduction to discourse analysis theory and method. New York, NY: Routledge. doi: 10.4324/9781315819679.
Hektner, J., & Asakawa, K. (2000). Learning to like challenges. In M. Csikszentmihalyi & B. Schneider (Eds.), Becoming adult (pp. 95–112). New York, NY: Basic Books.
Lawrence, D. A., & Mancuso, T. A. (2012). Promoting girls’ awareness and interest in engineering. Technology and Engineering Teacher, 72(1), 11–16.
Lerner, R. M., & Israeloff, R. (2007). The good teen: Rescuing adolescence from the myths of the storm and stress years. New York, NY: Crown Publishing Group. doi: 10.1007/s10964-010-9504-y.
Lett, J. (1990). Emics and etics: Notes on the epistemology of anthropology. In T. N. Headland, K. L. Pike & M. Harris (Eds.), Emics and etics: The insider/outsider debate. Newbury Park, CA: Sage. doi: 10.1177/009182969302100116.
Nakamura, J. (1988). Optimal experiences and the uses of talent. In Optimal experience: Psychological studies of flow in consciousness (pp. 89–105). Cambridge: Cambridge University Press. doi: 10.1017/CBO9780511621956.019.
Schram, T. H. (2006). Conceptualizing and proposing qualitative research. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Schunk, D. H., & Zimmerman, B. J. (2008). Motivation and self-regulated learning: Theory, research, and applications. London: Taylor and Francis Group. doi: 10.4324/9780203831076.
Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., Shernoff, E. S., et al. (2003). Student engagement in high school classrooms from the perspective of Flow Theory. School Psychology Quarterly, 18(2), 158–176. CrossRef
Soldana, J. (2009). The coding manual for qualitative researchers. London: Sage.
Stake, R. E. (2006). Multiple case study analysis. New York, NY: The Guilford Press.
Tang, X., Coffey, J. E., Elby, A., & Levin, D. M. (2010). The scientific method and scientific inquiry: Tensions in teaching and learning. Science Education, 94(1), 29–47. doi: 10.1002/sce.20366.
Whalen, S. P. (1999). Finding flow at school and at home: A conversation with Mihaly Csikszentmihalyi. Journal of ary Gifted Education, 10(4), 161–165.
Wilson, C., Taylor, J., Kowalski, S. M., & Carlson, J. (2009). The relative effects and equity of inquiry-based and commonplace science teaching on students’ knowledge, reasoning, and argumentation. Journal of Research in Science Teaching, 47(3), 276–301. doi: 10.1002/tea.20329.
Wolcott, H. F. (1999). Ethnography: A way of seeing. Walnut Creek, CA: AltaMira.
- Student’s social interaction in inquiry-based science education: how experiences of flow can increase motivation and achievement
- Springer Netherlands
Neuer Inhalt/© Stellmach, Neuer Inhalt/© BBL, Neuer Inhalt/© Maturus, Pluta Logo/© Pluta, Neuer Inhalt/© hww, digitale Transformation/© Maksym Yemelyanov | Fotolia