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

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Published: Apr 19, 2026
DOI: https://doi.org/10.12681/codiste.9926
Keywords:
laboratory sciences inquiry control of variables strategy
Anastasios Zoupidis
Democritus University of Thrace
https://orcid.org/0000-0003-3097-9451
Vasilis Tselfes
National and Kapodistrian University of Athens
https://orcid.org/0000-0001-7533-6201
Petros Kariotoglou
University of Western Macedonia
https://orcid.org/0000-0002-8532-7859
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.


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