Differentiation and Correlation of Scientific Ideas and Laboratory Evidence during Inquiry-based Teaching and Learning

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Published: Mar 31, 2025
DOI: https://doi.org/10.12681/codiste.7823
Anastasios Zoupidis
Democritus University of Thrace
https://orcid.org/0000-0003-3097-9451
Vassilis Tselfes
Petros Kariotoglou
Abstract

In this paper we empirically and qualitatively study the evolution of the differentiation and correlation of the scientific IDEAS involved in the floating-sinking phenomena with the EVIDENCE resulting from the interventions of student teachers in laboratory COSMOS related to floating-sinking. These COSMOS were didactically organized to familiarize the students with the Control of Variable Strategy (CVS) during the investigation. The results show both the barriers to learning created by the empirical/intuitive identification of IDEAS-EVIDENCE and suggest ways of restoring their scientifically accepted relationship.

Article Details
  • Section
  • 14th Panhellenic Conference of Didactics in Science Education
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References
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