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État de publication: Publiée (2023 )
Titre des actes: 3rd Annual Meeting of International Society of the Learning Sciences
Éditeur: Proceedings of the 3rd Annual Meeting of International Society of the Learning Sciences
Lieu: Montréal, Canada
URL: https://repository.isls.org//handle/1/10243
Résumé: We report on a practitioner-researcher crafted semester-long biology inquiry-based lab approach which implemented a new script based on conceptual progression. Students were required to make decisions in well-scaffolded contexts relating to each component of the scientific process separately, but progressing in an order supporting the knowledge and skills to be learned, from experimental design and statistical/procedural methods, to formulating hypotheses, and ultimately drawing conclusions. In each module, students took up agency for a single component, but scaffolded within an exploration of the entire scientific process, including reflecting on how their work integrated into a full pre-prepared journal article. The progression concluded with students completing a small comprehensive project on their own. Results were encouraging, as students met the significant challenge of the final project, meaning our approach could serve as a model for other biology instructors. Further research will explore the success of the various scaffolds employed.
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