Dynamic Open Inquiry Performances of High-School Biology Students
Michal Zion 1 * , Irit Sadeh 1
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1 Bar-Ilan University, Ramat-Gan, ISRAEL
* Corresponding Author

Abstract

In examining open inquiry projects among high-school biology students, we found dynamic inquiry performances expressed in two criteria: 'changes occurring during inquiry' and 'procedural understanding'. Characterizing performances in a dynamic open inquiry project can shed light on both the procedural and epistemological scientific understanding of students. In addition, we found a connection between the number of students in a team and the number of performances, in both fields: The greater the number of participants in the inquiry project (up to three students per team), the greater the number of performances. Regarding the characterization of dynamic inquiry performed in an open inquiry project, and in addition to characterizing student performances, we found that there were advantages in doing inquiry projects as a team.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/ejmste/75240

EURASIA J Math Sci Tech Ed, 2010 - Volume 6 Issue 3, pp. 199-214

Publication date: 21 Dec 2010

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Article Downloads: 159

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