Scientific Inquiry Skills Research Articles

Using educational data mining to assess students’ skills at designing and conducting experiments within a complex systems microworld

Many national policy documents underscore the importance of 21st century skills, including critical thinking. In parallel, recent American frameworks for K-12 science education call for the development of critical thinking skills in science, also referred to as science inquiry skills/practices. Assessment of these skills is necessary, as indicated in policy documents; however, this has posed a great challenge for assessment researchers. Recently, some science learning environments seek to assess these science skills. These systems log all students’ interactions within the given system, and if fully leveraged, these logs provide rich assessments of inquiry skills. Here, we describe our environment Inq-ITS (inquiry intelligent tutoring system), that uses educational data mining to assess science inquiry skills, as described as 21st century skills. Additionally, here, we describe how we measure students’ skills at designing controlled experiments, a lynchpin skill of inquiry, in the context of complex systems. In doing so, our work addresses 21st century skill assessment in two ways, namely of inquiry (designing and conducting experiments), and in the context of complex systems, a key topic area of 21st century skills. We use educational data mining to develop our assessment of this skill for complex systems.

Predicting Students’ Skills in the Context of Scientific Inquiry with Cognitive, Motivational, and Sociodemographic Variables

Research on predictors of achievement in science is often targeted on more traditional content-based assessments and single student characteristics. At the same time, the development of skills in the field of scientific inquiry constitutes a focal point of interest for science education. Against this background, the purpose of this study was to investigate to which extent multiple student characteristics contribute to skills of scientific inquiry. Based on a theoretical framework describing nine epistemological acts, we constructed and administered a multiple-choice test that assesses these skills in lower and upper secondary school level (n = 780). The test items contained problem-solving situations that occur during chemical investigations in school and had to be solved by choosing an appropriate inquiry procedure. We collected further data on 12 cognitive, motivational, and sociodemographic variables such as conceptual knowledge, enjoyment of chemistry, or language spoken at home. Plausible values were drawn to quantify students’ inquiry skills. The results show that students’ characteristics predict their inquiry skills to a large extent (55%), whereas 9 out of 12 variables contribute significantly on a multivariate level. The influence of sociodemographic traits such as gender or the social background becomes non-significant after controlling for cognitive and motivational variables. Furthermore, the performance advance of students from upper secondary school level can be explained by controlling for cognitive covariates. We discuss our findings with regard to curricular aspects and raise the question whether the inquiry skills can be considered as an autonomous trait in science education research.

A web repository of research literature assessment questions to promote student learning and acquisition of scientific reasoning and inquiry skills necessary for both the MCAT2015 and ASBMB certification

An increasing emphasis is being placed on scientific inquiry and reasoning skills in both the new MCAT2015 and in new student learning goals and objectives developed by the ASBMB for student certification. This comes as both organizations are moving from recommending required courses to recommending acquisition of competencies and skills by students. For the new MCAT2015, students must have a diverse knowledge of concepts/ideas from the biological/ physical sciences and apply this knowledge to problem solving, assessing experimental design/methodology, and using data and statistical reasoning. An optimal approach to prepare students for this new emphasis is to have them analyze data and draw conclusions from research papers. These changes will require faculty to use more research‐literature based question to assess the students' acquisition of these higher level Bloom's learning skills. To facilitate this change, I have developed a model for the creation of a web‐based collection of assessment questions derived from the research literature. Model assessment questions were created using data, figures and tables derived from The Journal of Biological Chemistry. Questions are targeted to assess the broadly overlapping learning goals recently articulated by the ASBMB for programs accredited in Biochemistry and Molecular Biology, and the learning competencies developed by the Association of American Medical Colleges for the new MCAT2015. Faculty would use, contribute to and help peer‐review the proposed collection. Students would use it to gain skills in understanding and evaluating research design and findings.

A study on the effects of model-based inquiry pedagogy on students’ inquiry skills in a virtual physics lab

STEM integrated education has become the guiding principle of science education in many countries and a focus of research efforts. Developmental features of STEM education focus on using technology as a bridge to integrate multiple subjects. The focus on new technologies and practical applications are its major principles, and the aim of STEM education is to train a new generation of multi-skilled professionals capable of integrating knowledge from different fields of study to solve problems effectively. High school science courses based upon technological science models and science investigations have become the major means and methods for STEM education. For the past one hundred years, efforts of elementary education reforms worldwide have been focused on scientific inquiry. The development, utilization, evaluation, and revision of various scientific models and theories play a central role in scientific inquiry. Therefore, model-based inquiry would be crucial in improving the learning of science subjects. This study is based upon results from past MBI pedagogies research carried out by renowned academicians worldwide and incorporated a virtual physics lab developed for this study to create the MBI-VPL pedagogy method. Six main learning modules were designed, namely (1) topic introduction, (2) hands-on experiment, (3) virtual experiment, (4) team work, (5) actual applications, and (6) model adjustments. Results of experimental teaching showed that MBI and MBI-VPL pedagogy were more effective in developing student scientific inquiry skills compared to traditional methods, with significant improvements in the performance of process skills, comprehensive skills, learning attitude, communication skills, and reflection skills. The MBI-VPL pedagogy was able to introduce virtual physics experiment design and analysis, allowing students to gain in-depth practice of process skills, comprehensive skills, and reflection skills of scientific inquiry. Differences were also observed in the development of scientific inquiry skills during the experimental course between students of different genders. Boys performed better in process skills and comprehensive skills, while girls performed better in learning attitude and communications. The degree of student acceptance for the six major learning modules in the MBI-VPL model also showed that students tend to accept the use of process, comprehensive, and reflective skills of the virtual experiment.

PERBEDAAN PENINGKATAN KEMAMPUAN KERJA ILMIAH SISWA MELALUI MODEL PEMBELAJARAN BERBASIS PROYEK PADA KONSEP PESAWAT SEDERHANA

The increase differences of scientific inquiry skills of students through project based learning model pesawat concept. The ability of the scientific inquiry is an important element in the learning of science that must be mastered by the student . Scientific inquiry ability can be developed through learning activities that emphasize the process and challenging real experience . Project-based learning model is a model of learning that exposes students to real experience , problem solving , as well as students construct knowledge . This study aims to determine the increase in the ability of the scientific inquiry on the concept of pesawat sederhana of the impact of the implementation of project-based learning . This research method using a quasi-experimental design with randomized control group pretest - posttest design , which was held on 14,15 and June 16, 2012 , in SDN Karyawangi 2 as an experimental class and SDN Sukasari I as a control class . Data Networking capability of scientific inquiry using a multiple-choice test . Based on the results of hypothesis testing , the results showed that there are differences in the increase in the ability of the scientific work ( p = 0.00) between the students who get the project -based learning model ( N - Gain = 0.52 ) , with students getting conventional learning model ( N - Gain = 0.28 ) . Project-based learning model can be used as an alternative learning models that can be used to improve the ability of the scientific work on the concept of pesawat sederhana. Keywords : scientific inquiry , improved , pesawat sederhana

Development and Validation of a Science Inquiry Skills Assessment

ABSTRACTThis paper reports on the development and validation of a science inquiry skills assessment for Earth science (iSA–Earth Science) in middle schools that classroom teachers can use to assess and monitor their students' science inquiry skills. An assessment framework with six primary inquiry skills, each with three to six subskills, was developed based on a comprehensive review of the literature and following the recommendations of the National Science Education Standards (NSES; NRC, 1996) and A Framework for K–12 Science Education (FSE; NRC, 2012). The six primary skills are: (1) identify questions for scientific investigations, (2) design scientific investigations, (3) use tools and techniques to gather data, (4) analyze and describe data, (5) explain results and draw conclusions, and (6) recognize alternative explanations and predictions. The assessment development and validation process followed guidelines from the Standards for Educational and Psychological Testing (American Educational Research Association [AERA], American Psychological Association [APA], and National Council of Measurement in Education [NCME], 1999). Psychometric analysis using both classical test statistics and Item Response Theory showed the instrument was internally consistent, reliable, and did not function differentially for male and female students. Implications for science education practice and research are discussed.

Modeling-Oriented Assessment in K-12 Science Education: A synthesis of research from 1980 to 2013 and new directions

Scientific modeling has been advocated as one of the core practices in recent science education policy initiatives. In modeling-based instruction (MBI), students use, construct, and revise models to gain scientific knowledge and inquiry skills. Oftentimes, the benefits of MBI have been documented using assessments targeting students’ conceptual understanding or affective domains. Fewer studies have used assessments directly built on the ideas of modeling. The purpose of this study is to synthesize and examine modeling-oriented assessments (MOA) in the last three decades and propose new directions for research in this area. The study uses a collection of 30 empirical research articles that report MOA from an initial library of 153 articles focusing on MBI in K-12 science education from 1980 to 2013. The findings include the variety of themes within each of the three MOA dimensions (modeling products, modeling practices, and meta-modeling knowledge) and the areas of MOA still in need of much work. Based on the review, three guiding principles are proposed for future work in MOA: (a) framing MOA in an ecology of assessment, (b) providing authentic modeling contexts for assessment, and (c) spelling out the connections between MOA items and the essential aspects of modeling to be assessed.

유아의 과학적 탐구기술 이해 검사도구의 개발 및 적용

본 연구에서는 유아의 과학적 탐구기술 이해정도를 측정할 수 있는 검사도구를 개발하고자 하였다. 이를 위해 유아의 과학적 탐구기술에 대한 관련문헌과 검사도구를 분석하고 유아교육전문가 및 과학교육전문가들의 의견을 수렴하여 유아가 습득해야 할 과학적 탐구기술 이해의 5개 범주를 선정하였다. 이를 기초로 유아의 과학적 탐구기술 이해를 측정하는 문항을 개발하여 유아검사와 전문가 조사를 통해 문항구성의 적합도와 내용타당도를 검증하고 문항을 수정 보완하였다. 이를 통해 관찰하기 이해 3문항, 분류하기 이해 4문항, 예측하기 이해 4문항, 측정하기 이해 5문항, 토의하기 이해 3문항, 총 19문항이 개발되었다. 최종 개발된 19문항의 양호도를 검증한 결과, 문항난이도, 문항변별도, 문항 내적합치도는 적절한 수준이었으며 공인타당도와 검사-재검사 신뢰도도 유의미하게 나타났다. 개발된 검사도구를 만3, 4, 5세 유아 300명에게 적용한 결과, 과학적 탐구기술에 대한 이해 정도가 만5세, 4세, 3세 순으로 유의미하게 높았으며 남녀 유아 간에는 유의미한 차이가 없었다. 결론적으로 본 연구에서 개발한 유아의 과학적 탐구기술 이해 검사는 문항양호도, 신뢰도와 타당도가 확보된 도구임이 검증되었다. The present study aimed to develop an instrument to assess young children's understanding of science inquiry skills. For the purposes of the study, based on analysis of literature and evaluation tools related to young children's science inquiry skills, five categories of understanding science inquiry skills including observing, classifying, predicting, measuring, and discussing were selected. Then 30 test items were developed and verified three times through opinions from science education and early childhood education professionals and teachers. Finally, a total of 19 test items within five categories were developed. The 19 items' item difficulty, item discrimination, and item internal consistency were verified statistically. In addition, concurrent validity and test-retest reliability of the items were verified by the significant correlation coefficients. The instrument developed in this study was administered to 300 children who were 3, 4, and 5 years old. The results showed that 5 year old children had better competence to understand science inquiry skills than 4 and 3 year old children, while there were no differences in the competence between boys and girls.

상추 기르기를 통한 탐구활동이 초등학교 5학년의 과학탐구능력에 미치는 영향

본 연구는 초등학교 현장에서 교사와 학생이 쉽게 식물을 기를 수 있고, 초등학교 과학과 교육과정의 탐구기능을 연계하여 개발한 '상추 기르기-탐구 활동'이 초등학교 5학년생의 과학탐구능력에 미치는 효과를 알아보고자 수행하였다. 대상자는 수원에 있는 H 초등학교 5학년 실험군 24명과 대조군 24명으로 구성하였다. 실험군과 대조군 모두 사전에 과학탐구능력 검사를 실시한 후, 실험군은 2013년 4월 5일부터 6월 14일까지 10주간 상추 기르기-탐구 활동에 참여하였고 대조군은 참여하지 않은 채, 사후에 과학탐구능력 검사를 한 번 더 실시하였다. 상추 기르기-탐구활동 프로그램에 의한 과학탐구능력은 실험군과 대조군의 집단 간 비교 결과 유의한 차이가 나지 않았고, 실험군과 대조군의 사전 사후 과 학탐구능력은 실험군과 대조군 모두 사전보다 사후에 유의한 증가를 나타냈다. 특히 실험군은 하위영역 중에서 관찰, 분류, 추리, 예상, 자료 해석, 가설 설정의 여섯 가지 영역에서 대조군보다 사후 평균값이 더 많이 향상되었다. This study has a purpose to research the effects of 'growing lettuce program for science inquiry skills' on science inquiry skills' on science inquiry skills for five grade elementary school student. The program which applied in this research was integrated by plants that could be grown easily for teachers and students and inquiry factors of elementary school science curriculum. To achieve the purpose, the 'Growing lettuce program for science inquiry skills' was provided for total 10 times, eighty minutes every week, through the discretionary activity time from April 5 to June 14 2013. The experimental group was fifth grade one class of H elementary school located in Suwon, and control group was fifth grade other class in the same school. We investigated scientific inquiry competence before and after the survey of two groups all. The total scores for scientific inquiry competence for experimental group and control group were increased significantly before and after running the 'Growing lettuce program for science inquiry skills'. However, the experimental group showed more improvement in six inquiry factors of observation, classification, inference, expectation, data interpretation, and hypothesis establishment than the control group.

Web-based Collaborative Inquiry to Bridge Gaps in Secondary Science Education

As secondary students’ interest in science is decreasing, schools are faced with the challenging task of providing adequate instruction to engage students—and more particularly the disadvantaged students—to learn science and improve their science inquiry skills. In this respect, the integration of Web-based collaborative inquiry can be seen as a possible answer. However, the differential effects of Web-based inquiry on disadvantaged students have barely been studied. To bridge this gap, this study deals with the implementation of a Web-based inquiry project in 19 secondary classes and focuses specifically on gender, achievement level, and academic track. Multilevel analysis was applied to uncover the effects on knowledge acquisition, inquiry skills, and interest in science. The study provides quantitative evidence not only that a Web-based collaborative inquiry project is an effective approach for science learning, but that this approach can also offer advantages for students who are not typically successful in science or who are not enrolled in a science track. This approach can contribute to narrowing the gap between boys and girls in science and can give low-achieving students and general-track students an opportunity to develop confidence and skills for learning science, bringing them to a performance level that is closer to that of high-achieving students.

From Log Files to Assessment Metrics: Measuring Students' Science Inquiry Skills Using Educational Data Mining

We present a method for assessing science inquiry performance, specifically for the inquiry skill of designing and conducting experiments, using educational data mining on students' log data from online microworlds in the Inq-ITS system (Inquiry Intelligent Tutoring System; www.inq-its.org). In our approach, we use a 2-step process: First we use text replay tagging, a type of rapid protocol analysis in which categories are developed and, in turn, used to hand-score students' log data. In the second step, educational data mining is conducted using a combination of the text replay data and machine-distilled features of student interactions in order to produce an automated means of assessing the inquiry skill in question; this is referred to as a detector. Once this detector is appropriately validated, it can be applied to students' log files for auto-assessment and, in the future, to drive scaffolding in real time. Furthermore, we present evidence that this detector developed in 1 scientific domain, phase change, can be used—with no modification or retraining—to effectively detect science inquiry skill in another scientific domain, density.

Food Science Education Publications and Websites

Food Science Education Publications and Websites

Comparative Effectiveness of Context-based and Traditional Approaches in Teaching Genetics: Student Views and Achievement

The study aimed to determine the comparative effectiveness of context-based and traditional teaching approaches in enhancing student achievement in genetics, problem-solving, science inquiry and decision-making skills, and attitude towards the study of life sciences. A mixed method but essentially quantitative research approach involving a quasi-experimental, non-equivalent pre-test post-test control group design was used for the investigation. A total of 190 students from six grade 11 intact science classes, and their six teachers drawn from the six high schools in Tshwane South educational district in Gauteng, South Africa comprised the study sample. The participating teachers taught a genetics course made up of several themes to students in the control and experimental groups over a 7-week period. Five instruments were used to assess student performance in genetics content knowledge, science inquiry skills, problem-solving and decision-making abilities and attitude towards life sciences. Qualitative data derived from teachers' and students' interview protocols were used to supplement the quantitative data. The results suggest that context-based teaching was significantly better than traditional teaching approaches in enhancing student performance, apart from specific science inquiry skills. Performance differences were strongly associated with the type of contexts used in designing the genetics learning materials, and the context-based teaching model used for implementing the materials.

Mutation-Based Learning to Improve Student Autonomy and Scientific Inquiry Skills in a Large Genetics Laboratory Course

Laboratory education can play a vital role in developing a learner's autonomy and scientific inquiry skills. In an innovative, mutation-based learning (MBL) approach, students were instructed to redesign a teacher-designed standard experimental protocol by a "mutation" method in a molecular genetics laboratory course. Students could choose to delete, add, reverse, or replace certain steps of the standard protocol to explore questions of interest to them in a given experimental scenario. They wrote experimental proposals to address their rationales and hypotheses for the "mutations"; conducted experiments in parallel, according to both standard and mutated protocols; and then compared and analyzed results to write individual lab reports. Various autonomy-supportive measures were provided in the entire experimental process. Analyses of student work and feedback suggest that students using the MBL approach 1) spend more time discussing experiments, 2) use more scientific inquiry skills, and 3) find the increased autonomy afforded by MBL more enjoyable than do students following regimented instructions in a conventional "cookbook"-style laboratory. Furthermore, the MBL approach does not incur an obvious increase in labor and financial costs, which makes it feasible for easy adaptation and implementation in a large class.

Analysis of Inquiry Activities Boosting Improvement in Scientific Inquiry Skills in the Science Writing Heuristic (SWH)

Analysis of Inquiry Activities Boosting Improvement in Scientific Inquiry Skills in the Science Writing Heuristic (SWH)

Biology and Physics Competencies for Pre-Health and Other Life Sciences Students

The recent report on the Scientific Foundations for Future Physicians (SFFP) and the revised Medical College Admissions Test (MCAT) reframe the preparation for medical school (and other health professional schools) in terms of competencies: what students should know and be able to do with that knowledge, with a strong emphasis on scientific inquiry and research skills. In this article, we will describe the thinking that went into the SFFP report and what it says about scientific and quantitative reasoning, focusing on biology and physics and the overlap between those fields. We then discuss how the SFFP report set the stage for the discussion of the recommendations for the revised MCAT, which will be implemented in 2015, again focusing the discussion on biology and physics. Based on that framework, we discuss the implications for undergraduate biology and physics education if students are to be prepared to demonstrate these competencies.

DESIGN, DEVELOPMENT AND VALIDATION OF A MODEL OF PROBLEM SOLVING FOR EGYPTIAN SCIENCE CLASSES

Educators and policymakers envision the future of education in Egypt as enabling learners to acquire scientific inquiry and problem-solving skills. In this article, we describe the validation of a model for problem solving and the design of instruments for evaluating new teaching methods in Egyptian science classes. The instruments were based on an established model for problem solving and were designed to assess seventh grade students’ problem solving, experimental strategy knowledge, achievement and motivation towards science. The test for assessing students’ knowledge has been developed based on the topic, density and buoyancy which will be taught in seventh grade in a later intervention study. The instruments were partly self-developed and partly adapted from newly performed studies on strategy knowledge and problem solving in Germany. All instruments were translated into Arabic; the translation process and quality control are described. In order to determine the quality of the instruments, 44 students in Egypt completed the questionnaires and tests. The study’s aim to develop and validate the instruments did require an ad hoc and typical sample which was drawn from an accessible population. Accordingly, the characteristics of the sample are described. Data were analysed according to the classical test theory, but to underpin the results, the instruments were additionally analysed using the even stronger Rasch model. The findings demonstrated the reliability of the items and aspects of validity. In addition, this study showed how test items can be successfully developed and adapted in an international study and applied in a different language.

Leveraging Educational Data Mining for Real-time Performance Assessment of Scientific Inquiry Skills within Microworlds

Leveraging Educational Data Mining for Real-time Performance Assessment of Scientific Inquiry Skills within Microworlds

The Effect of Science Writing Heuristic (SWH) on Scientific Inquiry Skills, Logical Thinking, and Metacognition of Middle School Students

The Effect of Science Writing Heuristic (SWH) on Scientific Inquiry Skills, Logical Thinking, and Metacognition of Middle School Students

소집단 구성 방식이 자유 탐구 수행에 미치는 영향: 소집단 구성 방식을 달리한 두 중학교의 사례

이 연구에서는 중학교 자유 탐구에서의 소집단 구성 방식이 학생들의 자유 탐구 수행에 미치는 영향을 혼합 연구방법으로 조사하였다. 강원도 소재 중학교 2곳에서 1학년 각 2학급씩 4학급(남녀 혼성)을 연구대상으로 하였으며, 여교사 2명과 총 113명의 학생들이 참여하였다. 두 학교 학생들을 각각 과학 탐구능력 및 성격 유형에 따라 동질집단과 이질집단으로 편성하였으며, 동일 과제로 약 3주에 걸쳐 자유 탐구를 수행하게 하였다. 소집단 구성 방식이 자유 탐구 수행에 미치는 영향을 알아보기 위해 사후 과학 탐구능력 검사 결과를 통계적으로 비교 분석하였으며, 양적 연구를 보완하기 위한 질적 연구로서 학생 포커스 그룹 인터뷰 및 교사 심층 면접을 실시하였다. 양적 연구결과, 두 학교 모두 소집단을 동질적으로 구성했을 때가 이질적으로 구성했을 때보다 과학 탐구능력에 대한 개인별 향상 지수의 향상 비율이 높게 나타났다. 한편 소집단 구성방식의 효과를 질적으로 분석한 결과, 학생과 교사 모두 인지적인 특성으로 소집단을 구성하기보다 정의적인 특성에 기초하여 소집단을 구성하는 것이 자유 탐구 수행에 더 효과적이라고 인식하고 있었으며, 특히 학생들의 경우 성격 유형에 따른 소집단 구성 방식을 가장 선호하였다. 또한 자유 탐구를 수행했던 일부 학생들과 지도교사들은 소집단을 구성하기 위하여 학생들에 대한 정보를 충분히 수집할 필요가 있으며, 그와 같은 정보를 학생들의 정의적 특성에 따른 소집단의 구성 기준과 혼합하여 사용하는 방식을 제안하였다. This study investigated the impact of grouping methods on free inquiry implementation through the use of mixed research methods. Some 113 7th graders and 2 science teachers in two middle schools participated in this study. The 113 students who participated in this study were grouped by homogeneity and heterogeneity according to scientific inquiry skills and personality types respectively, and performed free inquiry activities on the same subject for three weeks. Data were collected by means of a test on science inquiry skills and from focus group interviews with 36 students and in-depth interviews with 2 teachers. The quantitative results of this study showed that homogeneous grouping was more effective than heterogeneous grouping in improvement of scientific inquiry skills. Meanwhile, the qualitative results revealed both the students and teachers perceived that it was effective to compose a small group according to their affective quality than their cognitive quality. Particularly, most of the students preferred the method of small group from the personality types. Some students and both teachers proposed that it is necessary to collect enough information on students and to use them in mixture with the method of small group according to the affective quality.