El Procés d'aprentatge a plantejar preguntes investigables

Authors

  • Melina Furman
  • María del Carmen Barreto Pérez
  • Neus Sanmartí Puig

Abstract

This study discusses the kinds of experimental work in the science classroom that promotes the development of the skill of asking researchable questions. We present three inquiry-based chemistry activities, with different degrees of teacher guidance. Our results suggest that conceptual understanding of the phenomena under investigation is a key requisite for students to be able to ask researchable questions. We also show that this skill is promoted if empirical inquiry of natural phenomena is developed in the science classroom over time.

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Published

2013-11-05

Issue

No. 14 (2013)

Section

Estratègies didàctiques

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