地质学和探究式学习。滑动岩石的例子

IF 1.6 Q2 EDUCATION & EDUCATIONAL RESEARCH Education Inquiry Pub Date : 2023-10-08 DOI:10.1080/20004508.2023.2267266
Jorge Roldán Muñoz
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引用次数: 0

摘要

本文提出发展研究性学习(IBL)作为科学学习的方法论方法。我概述了这种方法的特点,它基于一个没有唯一答案的初始挑战。在这里,我们有了在地质案例研究中实施IBL的完整经验。从老师提出的问题(死亡谷中神秘的滑动岩石现象)开始,a)学生必须单独提出关于运动原因的假设,b)解释老师之前准备的数据,c)小组讨论,最后,d)给出答案。正如作者所建议的那样,这种经验可以通过建模和科学传播活动加以扩展。这项实验是在17岁的学生中进行的。在表演过程中,收集了分析的数据,表明IBL允许发展一些科学技能,这些技能是话语方法阻碍或困难的,例如制定多个假设,选择所需的数据和小组讨论。
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Geology and inquiry-based learning. The case of sliding rocks
This paper is a proposal to develop inquiry-based learning (IBL) as a methodological approach to learn science. I outline the characteristics of this methodology, which is based on an initial challenge that has not a unique answer. Here we have a complete experience to carry out IBL in a geological case study. Starting with the question presented by the teacher (the mysterious sliding rocks phenomenon in Death Valley), a) students must individually produce hypotheses about the cause of the movement, b) interpret data, previously prepared by the teacher, c) discuss in small group and, finally, d) give an answer. This experience can be extended with modelling and scientific communication activities, as proposed by the author. The experience was performed with 17-year-old students. During the performance, data analysed were collected, showing that IBL allows the development of some scientific skills that discursive methods obstruct or difficult, such as the formulation of multiple hypotheses, the selection of required data and group discussion.
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来源期刊
Education Inquiry
Education Inquiry Social Sciences-Sociology and Political Science
CiteScore
5.00
自引率
0.00%
发文量
34
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