Categorization of questions posed before and after inquiry-based learning
Posing research questions is the central ability of the scientific thought. This article examines the ability of sixth grade children to pose researchable questions before and after a three months’ work on a didactic sequence based on the inquiry school model. According to their purpose, the questio...
| Main Authors: | , |
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2014
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3023 |
| _version_ | 1802223963083898880 |
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| author | García González, Sandra Milena Furman, Melina Gabriela |
| author_facet | García González, Sandra Milena Furman, Melina Gabriela |
| author_sort | García González, Sandra Milena |
| collection | OJS |
| description | Posing research questions is the central ability of the scientific thought. This article examines the ability of sixth grade children to pose researchable questions before and after a three months’ work on a didactic sequence based on the inquiry school model. According to their purpose, the questions asked by children, after reading a text, were classified into researchable questions -susceptible to be empirically explored-, questions about a cause, and questions on a piece of data. The results show that the amount and the type of questions the students were able to pose during the intervention changed, from most of questions on data or information, to most of researchable questions, subsequently, the importance of designing teaching approaches to foster this ability was proved. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-3023 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2014 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-30232019-02-26T14:51:55Z Categorization of questions posed before and after inquiry-based learning Categorización de preguntas formuladas antes y después de la enseñanza por indagación Classification des questions posées avant et après l’enseignement basé sur l’investigation Categorização de perguntas formuladas antes e depois do ensino pela indagação García González, Sandra Milena Furman, Melina Gabriela researchable questions inquiry-based learning science teaching. preguntas investigables enseñanza por indagación enseñanza de las ciencias. questions de recherche enseignement basé sur l’investigation enseignement des sciences perguntas pesquisáveis ensino pela indagação ensino das ciências Posing research questions is the central ability of the scientific thought. This article examines the ability of sixth grade children to pose researchable questions before and after a three months’ work on a didactic sequence based on the inquiry school model. According to their purpose, the questions asked by children, after reading a text, were classified into researchable questions -susceptible to be empirically explored-, questions about a cause, and questions on a piece of data. The results show that the amount and the type of questions the students were able to pose during the intervention changed, from most of questions on data or information, to most of researchable questions, subsequently, the importance of designing teaching approaches to foster this ability was proved. La formulación de preguntas de investigación es una capacidad central del pensamiento científico. Este artículo examina la capacidad de formular preguntas investigables en niños de sexto grado antes y después de su trabajo con una secuencia didáctica de tres meses basada en el modelo de indagación escolar. Se clasificaron las preguntas formuladas por los niños a partir de la lectura de un texto de acuerdo a su propósito: preguntas investigables o que proponían un interrogante susceptible de ser explorado empíricamente, preguntas que indagaban por una causa, preguntas acerca de un dato. Los resultados muestran un cambio en la cantidad y el tipo de preguntas que los estudiantes pudieron formular entre el comienzo y el final de la intervención, de una mayoría de preguntas acerca de datos e información, hacia una mayoría de preguntas investigables, revelando subsecuentemente la importancia de diseñar propuestas de enseñanza que fomenten esta capacidad. Le fait de poser des questions d’investigation est une capacité centrale de la pensée scientifique. Cet article examine la capacité de poser des questions de recherche à des enfants de sixième année avant et après leur travail avec une séquence didactique de trois mois basée sur le modèle la lecture d’un texte ont été classées selon leur objectif: les questions de recherche ou qui proposaient une interrogation susceptible d’être explorée empiriquement, des questions qui investiguent une cause, des questions au sujet d’une donnée. Les résultats montrent un changement dans la quantité et le type de questions que les étudiants ont posées entre le début et la fin de l’intervention, d’une majorité de questions au sujet de données et d’informations à une majorité de questions de recherche, démontrant consécutivement l’importance de concevoir des propositions d’enseignement qui suscitent cette capacité. A formulação de perguntas de pesquisas é uma capacidade central do pensamento científico. O artigo examina a capacidade de formular perguntas pesquisáveis em crianças de sexta série antes e depois de seu trabalho em uma sequencia didática de três meses baseada no modelo de indagação escolar. Classificaram-se as perguntas formuladas pelas crianças a partir da leitura de um texto em concordância com o seu propósito: perguntas pesquisáveis ou que propunham um interrogante susceptível de ser explorado empiricamente, perguntas que indagavam por uma causa, perguntas acerca de um dado. Os resultados mostram uma mudança na quantidade e tipo de perguntas que os alunos puderam formular entre o começo e o final da intervenção, de uma maioria de perguntas acerca de dados e informação, em direção a uma maioria de perguntas pesquisáveis, revelando em consequência a importância de fazer propostas de ensino que fomentem aquela capacidade. Universidad Pedagógica y Tecnológica de Colombia 2014-07-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3023 10.19053/22160159.3023 Praxis & Saber; Vol. 5 No. 10 (2014): Investigación en Educación; 75 - 91 Praxis & Saber; Vol. 5 Núm. 10 (2014): Investigación en Educación; 75 - 91 Praxis & Saber; Vol. 5 No 10 (2014): Investigación en Educación; 75 - 91 Praxis & Saber; V. 5 N. 10 (2014): Investigación en Educación; 75 - 91 Praxis & Saber; v. 5 n. 10 (2014): Investigación en Educación; 75 - 91 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3023/2738 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3023/html |
| spellingShingle | researchable questions inquiry-based learning science teaching. preguntas investigables enseñanza por indagación enseñanza de las ciencias. questions de recherche enseignement basé sur l’investigation enseignement des sciences perguntas pesquisáveis ensino pela indagação ensino das ciências García González, Sandra Milena Furman, Melina Gabriela Categorization of questions posed before and after inquiry-based learning |
| title | Categorization of questions posed before and after inquiry-based learning |
| title_alt | Categorización de preguntas formuladas antes y después de la enseñanza por indagación Classification des questions posées avant et après l’enseignement basé sur l’investigation Categorização de perguntas formuladas antes e depois do ensino pela indagação |
| title_full | Categorization of questions posed before and after inquiry-based learning |
| title_fullStr | Categorization of questions posed before and after inquiry-based learning |
| title_full_unstemmed | Categorization of questions posed before and after inquiry-based learning |
| title_short | Categorization of questions posed before and after inquiry-based learning |
| title_sort | categorization of questions posed before and after inquiry based learning |
| topic | researchable questions inquiry-based learning science teaching. preguntas investigables enseñanza por indagación enseñanza de las ciencias. questions de recherche enseignement basé sur l’investigation enseignement des sciences perguntas pesquisáveis ensino pela indagação ensino das ciências |
| topic_facet | researchable questions inquiry-based learning science teaching. preguntas investigables enseñanza por indagación enseñanza de las ciencias. questions de recherche enseignement basé sur l’investigation enseignement des sciences perguntas pesquisáveis ensino pela indagação ensino das ciências |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3023 |
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