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Journal of Science Education and Technology
Erschienen in: Journal of Science Education and Technology 4/2019

19.02.2019

Using Technology-Enhanced Inquiry-Based Instruction to Foster the Development of Elementary Students’ Views on the Nature of Science

verfasst von: Jennifer Schellinger, Anne Mendenhall, Nicole Alemanne, Sherry A. Southerland, Victor Sampson, Paul Marty

Erschienen in: Journal of Science Education and Technology | Ausgabe 4/2019

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Abstract

The Next Generation Science Standards support understanding of the nature of science as it is practiced and experienced in the real world through interconnected concepts to be imbedded within scientific practices and crosscutting concepts. This study explored how fourth and fifth grade elementary students’ views of nature of science change when they engage in a technology-enhanced, scientific inquiry-oriented curriculum that takes place across formal and informal settings. Results suggest that student engagement in technology-enhanced inquiry activities that occur in informal and formal settings when supported through explicit instruction focused on metacognitive and social knowledge construction can improve elementary students’ understanding of nature of science.
Vorheriger Artikel Investigating Students’ Conceptions of Technology-Assisted Science Learning: a Drawing Analysis
Nächster Artikel Methodology and Epistemology of Computer Simulations and Implications for Science Education

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Metadaten
Titel
Using Technology-Enhanced Inquiry-Based Instruction to Foster the Development of Elementary Students’ Views on the Nature of Science
verfasst von
Jennifer Schellinger
Anne Mendenhall
Nicole Alemanne
Sherry A. Southerland
Victor Sampson
Paul Marty
Publikationsdatum
19.02.2019
Verlag
Springer Netherlands
Erschienen in
Journal of Science Education and Technology / Ausgabe 4/2019
Print ISSN: 1059-0145
Elektronische ISSN: 1573-1839
DOI
https://doi.org/10.1007/s10956-019-09771-1

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