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Generating students' information seeking questions in the scholar lab: what benefits can we expect from inquiry teaching approaches?

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Generating students' information seeking questions in the scholar lab: what benefits can we expect from inquiry teaching approaches?

dc.contributor.author	Torres, Tarcilo
dc.contributor.author	Milicic, Beatriz
dc.contributor.author	Soto Lombana, Carlos
dc.contributor.author	Sanjosé López, Vicente
dc.date.accessioned	2015-02-19T11:09:18Z
dc.date.available	2015-02-19T11:09:18Z
dc.date.issued	2013
dc.identifier.citation	Torres, Tarcilo Milicic, Beatriz Soto, Carlos Sanjosé López, Vicente 2013 Generating students' information seeking questions in the scholar lab: what benefits can we expect from inquiry teaching approaches? Eurasia Journal of Mathematics, Science & Technology Education 9 3 259 272
dc.identifier.uri	http://hdl.handle.net/10550/42046
dc.description.abstract	Physics teachers use experimental devices to show students how scientific concepts, principles, and laws are applied to understand the real world. This paper studies question generation of secondary and under-graduate university students when they are confronted with experimental devices in different but usual teaching situations: reading about devices while studying still images or diagrams, watching an experimental demonstration, and handling the devices in the laboratory. The influence of the prior scientific knowledge on the questions asked is also analysed. Inquiry learning environments, involving lab projects, seemed to stimulate more inferences addressed to causality when students tried to build mental models, whereas reading about devices with the help of still images stimulate more descriptive inferences and inhibited predictive ones.
dc.language.iso	eng
dc.relation.ispartof	Eurasia Journal of Mathematics, Science & Technology Education, 2013, vol. 9, num. 3, p. 259-272
dc.subject	Ciències de l'educació
dc.subject	Física
dc.title	Generating students' information seeking questions in the scholar lab: what benefits can we expect from inquiry teaching approaches?
dc.type	journal article	es_ES
dc.date.updated	2015-02-19T11:09:18Z
dc.identifier.doi	10.12973/eurasia.2013.934a
dc.identifier.idgrec	094522
dc.rights.accessRights	open access	es_ES