Die gebruik van ondersoekgebaseerde wetenskaponderrig om studente se konseptuele begrip van gelykstroomelektrisiteit te bevorder
Date
2017-05-26
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Abstract
Navorsing in wetenskaponderwys het ontstaan uit die positivistiese paradigma waarin wetenskaplike kennis as onveranderlik beskou was. Hierdie artikel ondersoek die gebruik van ondersoekgebaseerde wetenskaponderrig as ’n pedagogiese strategie om voornemende wetenskaponderwysers se konseptuele begrip van gelykstroomelektrisiteit te bevorder. Daar word voorgestel dat Vygotsky se sosiale konstruktivisme en Dewey se pragmatisme gemeenskaplike elemente het wat as ’n filosofiese raamwerk vir ondersoekgebaseerde wetenskaponderrig kan dien. ’n Voorbeeld van die transformerende veronderstellinggedrewe onderrigeksperiment as ’n ontwerpstudie in wetenskaponderwys, word uiteengesit. ’n Terugskouende ontleding word verskaf om ’n leeromgewing te ontwikkel wat tot beter konseptuele begrip van basiese gelykstroomelektrisiteit deur voornemende wetenskaponderwysers kan bydra.
Research in science education evolved from the positivist paradigm in which scientific knowledge was considered to be immutable. This article investigates the use of inquiry-based science teaching as a pedagogical strategy to develop prospective science teachers’ conceptual understanding of direct current electricity. It is proposed that Vygotsky’s social constructivism and Dewey’s pragmatism have common elements that may serve as a philosophical framework for inquiry-based science teaching. An example of the transformative conjecture-driven teaching experiment as a design study in science education, is outlined. A retrospective analysis is provided to develop a learning environment that can contribute to better conceptual understanding of basic direct current electricity by prospective science teachers.
Research in science education evolved from the positivist paradigm in which scientific knowledge was considered to be immutable. This article investigates the use of inquiry-based science teaching as a pedagogical strategy to develop prospective science teachers’ conceptual understanding of direct current electricity. It is proposed that Vygotsky’s social constructivism and Dewey’s pragmatism have common elements that may serve as a philosophical framework for inquiry-based science teaching. An example of the transformative conjecture-driven teaching experiment as a design study in science education, is outlined. A retrospective analysis is provided to develop a learning environment that can contribute to better conceptual understanding of basic direct current electricity by prospective science teachers.
Description
CITATION: Edwards, N. & Le Grange, L. 2017. Die gebruik van ondersoekgebaseerde wetenskaponderrig om studente se konseptuele begrip van gelykstroomelektrisiteit te bevorder. Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie, 36(1), a1427, doi:10.4102/satnt.v36i1.1427.
The original publication is available at http://www.satnt.ac.za
The original publication is available at http://www.satnt.ac.za
Keywords
Science -- Study and teaching, Teachers -- Training of electric circuits -- Direct current
Citation
Edwards, N. & Le Grange, L. 2017. Die gebruik van ondersoekgebaseerde wetenskaponderrig om studente se konseptuele begrip van gelykstroomelektrisiteit te bevorder. Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie, 36(1), a1427, doi:10.4102/satnt.v36i1.1427.