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dc.contributor.authorØyehaug, Anne Bergliot
dc.contributor.authorHolt, Anne
dc.date.accessioned2015-02-26T10:04:54Z
dc.date.available2015-02-26T10:04:54Z
dc.date.issued2014
dc.identifier.citationØyehaug, A. B. & Holt, A. (2014). Elevers refleksjoner over naturvitenskapens egenart. Øyehaug, A. B. & Holt, A. (2014). Elevers refleksjoner over naturvitenskapens egenart. Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, 8(1). Lokalisert på http://adno.no/index.php/adno/article/view/343nb_NO
dc.identifier.issn1504-9922
dc.identifier.urihttp://hdl.handle.net/11250/277788
dc.descriptionDette er en vitenskapelig, fagfellevurdert artikkel som er publisert Open Access. Artikkelen ble opprinnelig publisert i Acta Didactica Norge, og du kan lese den ved å følge denne lenken: http://adno.no/index.php/adno/article/view/343nb_NO
dc.description.abstractThis paper reports from a study where a teacher and researchers collaborated on designing science teaching promoting scientific inquiry for a group of students (age 11 – 13). Guided by the Norwegian science curriculum, students were during a two-year intervention period regularly engaged in inquiry-based science learning. The students formed and tested hypotheses, were to various degrees engaged in developing research design and took extensively part in the evaluation of evidence. In connection with each inquiry task, students were encouraged to express their ideas about professional or formal science issues emphasized in the Norwegian science curriculum (Why do scientists form and test hypothesis? What characterizes scientific inquiry? Why do scientists compare results?). Data (video recordings of classroom instructions and interviews in addition to written tests) from four students were collected during a two year period. Results indicate that the students’ epistemological beliefs remained fairly naïve through the intervention period, in spite of intensive participation in inquiry learning. The students’ lack of epistemological development may be understood in terms of the instructional emphasis on formal epistemology, in favor of practical epistemology.nb_NO
dc.language.isonobnb_NO
dc.publisherUniversitetet i Oslonb_NO
dc.relation.urihttp://adno.no/index.php/adno/article/view/343
dc.subjectelevernb_NO
dc.subjectnaturvitenskapnb_NO
dc.subjectepistemologinb_NO
dc.subjectnaturfagnb_NO
dc.titleElevers refleksjoner over naturvitenskapens egenartnb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.subject.nsiVDP::Social science: 200::Education: 280nb_NO
dc.source.volume8nb_NO
dc.source.journalActa Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norgenb_NO
dc.source.issue1nb_NO


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