The use of inquiry-based science teaching to promote students’ conceptual understanding of direct current electricity
Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie/South African Journal of Science and Technology
| Field | Value | |
| Title | The use of inquiry-based science teaching to promote students’ conceptual understanding of direct current electricity Die gebruik van ondersoekgebaseerde wetenskaponderrig om studente se konseptuele begrip van gelykstroomelektrisiteit te bevorder | |
| Creator | Edwards, Nazeem le Grange, Lesley | |
| Description | Research in science education evolved from the positivist paradigm in which scientific knowledge was considered to be immutable. This article investigates the use of inquiry-based science teaching as a pedagogical strategy to develop prospective science teachers’ conceptual understanding of direct current electricity. It is proposed that Vygotsky’s social constructivism and Dewey’s pragmatism have common elements that may serve as a philosophical framework for inquiry-based science teaching. An example of the transformative conjecture-driven teaching experiment as a design study in science education, is outlined. A retrospective analysis is provided to develop a learning environment that can contribute to better conceptual understanding of basic direct current electricity by prospective science teachers. Navorsing in wetenskaponderwys het ontstaan uit die positivistiese paradigma waarin wetenskaplike kennis as onveranderlik beskou was. Hierdie artikel ondersoek die gebruik van ondersoekgebaseerde wetenskaponderrig as ’n pedagogiese strategie om voornemende wetenskaponderwysers se konseptuele begrip van gelykstroomelektrisiteit te bevorder. Daar word voorgestel dat Vygotsky se sosiale konstruktivisme en Dewey se pragmatisme gemeenskaplike elemente het wat as ’n filosofiese raamwerk vir ondersoekgebaseerde wetenskaponderrig kan dien. ’n Voorbeeld van die transformerende veronderstellinggedrewe onderrigeksperiment as ’n ontwerpstudie in wetenskaponderwys, word uiteengesit. ’n Terugskouende ontleding word verskaf om ’n leeromgewing te ontwikkel wat tot beter konseptuele begrip van basiese gelykstroomelektrisiteit deur voornemende wetenskaponderwysers kan bydra. | |
| Publisher | AOSIS | |
| Date | 2017-05-26 | |
| Identifier | 10.4102/satnt.v36i1.1427 | |
| Source | Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie; Vol 36, No 1 (2017); 10 bladsye Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie; Vol 36, No 1 (2017); 10 bladsye 2222-4173 0254-3486 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1427/3271
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1427/3270
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1427/3272
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1427/3269
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