Inquiring in the Science Classroom by PBL: A Design-Based Research Study
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| Publicado en: | Education Sciences vol. 15, no. 1 (2025), p. 53 |
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| Autor principal: | |
| Otros Autores: | , |
| Publicado: |
MDPI AG
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| Materias: | |
| Acceso en línea: | Citation/Abstract Full Text + Graphics Full Text - PDF |
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| 001 | 3159411255 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2227-7102 | ||
| 022 | |a 2076-3344 | ||
| 024 | 7 | |a 10.3390/educsci15010053 |2 doi | |
| 035 | |a 3159411255 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a Pozuelo-Muñoz, Jorge | |
| 245 | 1 | |a Inquiring in the Science Classroom by PBL: A Design-Based Research Study | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a The aim of this study has been the design and evaluation of a sequence of activities that promotes the development of scientific skills in secondary school. For this purpose, design-based research was conducted using a problem-solving methodology to learn as a tool to engage in scientific inquiry practice. The research was structured around the design, implementation, and evaluation phases, with specific tools created to assess both student learning outcomes and the validity of the TLS. These tools helped identify the performance levels achieved by students in the various stages of scientific inquiry, from formulating hypotheses to interpreting data, and also allowed for the evaluation of the teaching methodology’s effectiveness. The results indicated that the TLS significantly enhanced students’ scientific competence by promoting skills related to scientific inquiry, such as hypothesis formulation, variable identification, observation, data collection, and interpretation. Additionally, the use of a weather station as the central topic provided a context closely tied to the students’ local environment, which facilitated deeper engagement and understanding. The evaluation revealed that students progressed in their scientific inquiry skills, moving from “pre-scientific” to “uncertain inquirer” performance levels. While challenges such as initial disorientation and difficulties in representing experimental data were observed, the overall performance of students demonstrated the success of the TLS. Furthermore, the students worked collaboratively, contributing their individual skills and experiences to achieve group goals. This study provides valuable insights into the potential of TLS as an alternative to traditional teaching methods, offering an innovative way to assess and enhance students’ scientific skills. It also highlights the importance of teacher guidance in inquiry-based activities and suggests that future projects could benefit from allowing students to choose the topic, further enhancing their motivation and engagement. | |
| 653 | |a Problem solving | ||
| 653 | |a Students | ||
| 653 | |a Collaboration | ||
| 653 | |a Teaching methods | ||
| 653 | |a Curricula | ||
| 653 | |a Secondary education | ||
| 653 | |a Research methodology | ||
| 653 | |a Classrooms | ||
| 653 | |a Science education | ||
| 653 | |a Knowledge | ||
| 653 | |a Design | ||
| 653 | |a Educational research | ||
| 653 | |a Problem based learning | ||
| 653 | |a Learning Activities | ||
| 653 | |a Critical Thinking | ||
| 653 | |a Student Development | ||
| 653 | |a Educational Practices | ||
| 653 | |a Didacticism | ||
| 653 | |a Environment | ||
| 653 | |a Learning Motivation | ||
| 653 | |a Active Learning | ||
| 653 | |a Educational Methods | ||
| 653 | |a Learning Processes | ||
| 653 | |a Process Education | ||
| 653 | |a Research Design | ||
| 653 | |a Science Instruction | ||
| 653 | |a Classroom Research | ||
| 653 | |a Lifelong Learning | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Science Process Skills | ||
| 653 | |a Inquiry | ||
| 653 | |a Educational Needs | ||
| 653 | |a Educational Strategies | ||
| 653 | |a Class Activities | ||
| 700 | 1 | |a Ana de Echave Sanz | |
| 700 | 1 | |a Salillas, Esther Cascarosa | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 1 (2025), p. 53 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3159411255/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3159411255/fulltextwithgraphics/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3159411255/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |