Procedural knowledge and skills in inquiry teaching and learning


Karagianni Chrysoula
Dimitrios Psillos
Abstract

The purpose of this paper is to investigate whether the implementation of an innovative inquiry-based Learning Sequence (TLS) that integrates virtual and real workshops contributes to the construction of procedural knowledge and skills related to question formulation and experimental design. The sample of this research consisted of 30 5th grade students. During the TLS, students were taught explicitly how to formulate scientifically oriented questions and experimental design. The results of the intervention demonstrate an improvement in procedural knowledge and corresponding skills for both inquiry practices.


 

Article Details
  • Section
  • 1. TEACHING AND LEARNING IN SCIENCE
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References
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