Developing students' ability to ask more and better questions resulting from inquiry-type chemistry laboratories

Journal of Research in Science Teaching

Volumn 42, Issue 7, 2005, Pages 791-806

  Hofstein, Avi ^a   Navon, Oshrit ^a   Kipnis, Mira ^a   Mamlok Naaman, Rachel ^a  

^a WEIZMANN INSTITUTE OF SCIENCE   (Israel)

Author keywords

[No Author keywords available]

Indexed keywords

CHEMICAL LABORATORIES; CHEMISTRY; STUDENTS;

CHEMISTRY STUDENTS; OBSERVATIONS; QUESTIONS;

TEACHING;

EID: 27844450392     PISSN: 00224308     EISSN: None     Source Type: Journal    
DOI: 10.1002/tea.20072     Document Type: Review

References (31)

1. American Association for the Advancement of Science. (1990). Science for all Americans, Project 2061. New York: Oxford University Press.
2. Baird, J.R. (1990). Metacognition, purposeful inquiry and conceptual change. In E. Hegarty-Hazel (Ed.), The student laboratory and the science curriculum (pp. 183-200). London: Rutledge.
3. Barron, B.J.S., Schvartz, D.L., Vye, N.J., Moore, A., Petrosino, A., Zech, L., & Bransford, D.J. (1998). Doing with understanding: Lessons from research on problem and project-based learning. Journal of the Learning Sciences, 7, 271-311.
4. Ben-Zvi, R. & Silberstein, Y. (1986). Chemistry a challenge [in Hebrew]. Rehovot, Israel: Weizmann Institute of Science.
5. Blosser, B.F. (1983). The role of the laboratory in science teaching. School Science and Mathematics, 83, 165-169.
6. Brown, J.S., Collins, A., & Duguit, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32-41.
7. Bryce, T.G.K., & Robertson, I.J. (1985). What can they do? A review of practical assessment in science. Studies in Science Education, 12, 1-24.
8. Bybee, R. (2000). Teaching science as inquiry. In J. Minstrel & E.H. Van Zee (Eds.), Inquiring into inquiry learning and teaching (pp. 20-46). Washington, DC: American Association for the Advancement of Science.
9. Cuccio-Schirripa, S. & Steiner, H.E. (2000). Enhancement and analysis of science question level for middle school students. Journal of Research in Science Teaching, 37, 210-224.
10. Dillon, J.T. (1988). The remedial status of student questioning. Journal of Curriculum Studies, 20, 197-210.
11. Dori, Y.D. & Herscovitz, O. (1999). Question-posing capability as an alternative evaluation method: Analysis of an environmental case study. Journal of Research in Science Teaching, 36, 411-430.
12. Garnett, P.J. & Hacking, M.W. (1995). Refocusing the chemistry lab: A case for laboratory-based investigations. Australian Science Teachers Journal, 41, 26-32.
13. Gunstone, R.F. (1991). Reconstructing theory from practical work. In B.E. Woolnough (Ed.), Practical science. Milton Keynes, England: The Open University.
14. Gunstone, R.F. & Champagne, A.B. (1990). Promoting conceptual change in the laboratory. In E. Hegarty-Hazel (Ed.), The student laboratory and the science curriculum (pp. 159-182). London: Routledge.
15. Hodson, D. (1990). A critical look at practical working school science. School Science Review, 71, 33-40.
16. Hofstein, A. & Lunetta, V.N. (1982). The role of the laboratory in science teaching: Neglected aspects of research. Review of Educational Research, 52, 201-217.
17. Hofstein, A. & Lunetta, V.N. (2004). The laboratory in science education: Foundations for the twenty-first century. Science Education, 88, 28-54.
18. Hofstein, A., Shore, R., & Kipnis, M. (2004). Providing high school chemistry students with opportunities to develop learning skills in an inquiry-type laboratory: A case study. International Journal of Science Education, 26, 47-62.
19. Hofstein, A. & Walberg, H.J. (1995). Instructional strategies. In B.J. Fraser & H.J. Walberg (Eds.), Improving science education (pp. 70-89). Chicago: National Society for the Study of Education.
20. Krajcik, J., Mamlok, R., & Hug, B. (2001). Learning science through inquiry. In L. Corno (Ed.), Education across a century: The centennial volume. The NSSE Yearbook (pp. 205-238). Chicago: Chicago University Press.
21. Lazarowitz R. & Tamir, P. (1994). Research on using laboratory instruction in science. In D.L. Gabel (Ed.), Handbook of research on science teaching (pp. 94-127). New York: Macmillan.
22. Lunetta, V.N. (1998). The school science laboratory: Historical perspectives and context for contemporary teaching. In B. Fraser & K. Tobin (Eds.), International handbook of science education (pp. 249-264). Dordrecht, The Netherlands: Kluwer.
23. National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
24. Penick, J.E., Crow, L.W., & Bonnsteter, R.J. (1996). Questions are the answers. The Science Teacher, 63, 26-29.
25. Roth, W.M. (1994). Experimenting in constructivist high school physics laboratory. Journal of Research in Science Teaching, 31, 197-223.
26. Shepardson, D.P. & Pizzini, E.L. (1991). Questioning levels of junior high school science textbooks and their implications for learning textual information. Science Education, 75, 673-682.
27. Shodell, M. (1995). The question-driven classroom: Student questions as course curriculum on biology. The American Teacher, 57, 278-281.
28. Tobin, K. (1990). Research on science laboratory activities: In pursuit of better questions and answers to improve learning. School Science and Mathematics, 90, 403-418.
29. Wu, G.D., Cahen, D., Graf, P., Naaman, R., Nitzan, A., & Shvartz, D. (2001). Direct detection of low-concentration NO in physiological solutions by new GaAs-based sensor. Chemistry - A European Journal, 7, 1743-1749.
30. Yarden, A., Brill, G., & Falk, H. (2001). Primary literature as a basis for a high-school biology curriculum. Journal of Biology Education, 35, 190-195.
31. Zoller, U. (1987). The Fostering of question-asking capability. Journal of Chemical Education, 64, 510-511.