جستجوی مقالات مرتبط با کلیدواژه "scientific inquiry" در نشریات گروه "علوم انسانی"

Achieving a scientific literacy is the purpose of teaching the science curriculum in educational systems in the world. One of the most important and the most essential components that increases scientific literacy in students, is teaching about the nature of science. Purpose of this study is to investigate the attitude of undergraduate students at University of Tehran toward the nature of science as a component of scientific literacy. The research is descriptive and was conducted in survey study method. The population of this research includes all undergraduate students in faculties of psychology and educational sciences, and basic sciences. From this population, a sample size of 779 persons in stratified sampling method and considering the proportions (gender and faculty) was selected. In order to collect the attitudes of students about the nature of science, a questionnaire was designed based on the theoretical foundations of the project 2061 and its reliability and validity were examined and approved. One-sample t-test results indicate that the average of understanding the nature of science and its dimensions in students have significant differences with the average scores. Also the MANOVA test shows that there are significant differences between factor levels of faculties (faculty of psychology and educational sciences and faculty of basic sciences) about “nature of science” variable. Results showed that students have poor understanding about the nature of science and its dimensions. Based on the analysis of the results of conducted researches, the reasons can be traced in these factors: paying no attention to the components of nature of science in the development and design of science curriculum, low teachers’ knowledge and understanding about nature of science, lack of the development of science and technology in society and lack of the economical, political and cultural support structures for science and its values. The results also showed that students of basic science have more understanding about nature of science than students of psychology and educational sciences. The reason for that can be found in the nature of academic disciplines in two faculties and the amount of addressing the subject matters about science and nature of science in their curriculum.

Scientific inquiry teaching method can solve the problems of traditional teaching method and make the students to explore, think and solve the problem. Ttherefore, this study aimed to examine the effect of scientific inquiry on development of students metacognition knowledge in sciences curriculum in the fourth grad in elementary schools.

Research method in this study was quasi-experiment with pretest–posttest based on two control and experiment groups. Statistical population included elementary fourth grade students in Mashhad, that 44 of them were selected by cluster sampling method. Research tool for collecting data was meta cognition knowledge Questionnaire with Chronbach's Alpha for pretest %69 and for posttest %79.

Collected data have been analyzed by using descriptive statistical and one-way and multivariate covariance. Findings showed that there were not differences between average of pretest in two control and experiment groups. But in posttest, the average of experiment group was more than that of control group and by controlling the pretest, no significant difference was observed between metacognitive knowledge among two experiment and control groups (p<0/001).

The results showed that the scientific inquiry method had effected in general on increasing students metacognition knowledge and also had increased its component including: person knowledge, task knowledge and strategy knowledge (p<0/001).