Setting theoretical and empirical foundations for assessing scientific inquiry and discovery in educational programs
✍ Scribed by Paul Zachos; Thomas L. Hick; William E.J. Doane; Cynthia Sargent
- Publisher
- John Wiley and Sons
- Year
- 2000
- Tongue
- English
- Weight
- 275 KB
- Volume
- 37
- Category
- Article
- ISSN
- 0022-4308
No coin nor oath required. For personal study only.
✦ Synopsis
This study was designed to develop measures of student competence in conducting scienti®c inquiry. Two assessment techniques were developed. The ®rst measures Scienti®c Inquiry Capabilities, variables which are indicators of diverse aspects of competence in conducting scienti®c inquiry. The second measures Scienti®c Discovery, an indicator of success in attaining scienti®c concepts as a result of direct investigations into natural phenomena. Thirty-two high school students were presented with tasks requiring the building and testing of logical ± mathematical models of natural phenomena. The relationship between each Scienti®c Inquiry Capability and success in making discoveries was tested. Several Inquiry Capabilities were identi®ed as strongly correlated with success in Discovery, notably: