The DOI matches its Crossref record; 54 of the 54 references it cites were found in a registry or an index.
Making authentic science accessible to students
Abstract
Authentic activities are important in promoting inquiry because they provide natural problem-solving contexts with high degrees of complexity. This study designed and studied effective inquiry tasks through transforming content, scientific thinking, and resources featured in scientists' authentic practices. This study investigated how 59 inner-city 6th grade students performed in real-time forecasting situations involving fronts and pressure systems. Forecasts were evaluated in terms of prediction agreement, meteorological entity consideration, explanation type, and scientific knowledge use because these four categories reflected inquiry features emphasized in the forecasting task. Results show that real-world situations that mapped closely onto students' content understandings, rather than those with naturally occurring complex patterns, helped students perform inquiry. Key ideas discussed in this paper include the importance of using authentic situations to develop rich understandings about scientific knowledge and the design of tasks that prepare students to participate in social practices valued by the science community.
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Cites
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Brown, J. S., Collins, A., & Duguid, P. (1989) · Educational Researcher · doi:10.3102/0013189x018001032 · Cited by 13,645 · cited 1×
“Even though there is still no consensus on what constitutes authentic science tasks and how to create them, authentic activities are defined as ‘ordinary practices of the culture’ (Brown et al. 1989: 34) or what students face in the real world (NRC 1996).”
BackgroundDewey, J. (1986) · The Educational Forum · doi:10.1080/00131728609335764 · Cited by 13,432
(1999) · Cited by 12,812
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Shea, J. H. (1995) · Journal of Geological Education · doi:10.5408/0022-1368-43.2.102 · Cited by 7,888
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Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
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Cited by
Rivet, A. E., & Krajcik, J. S. (2008) · Journal of Research in Science Teaching · doi:10.1002/tea.20203 · Cited by 272
Developing a Conceptual Model of STEAM Teaching Practices
Quigley, C. F., Herro, D., & Jamil, F. M. (2017) · School Science and Mathematics · doi:10.1111/ssm.12201 · Cited by 256
Zhu, M., Liu, O. L., & Lee, H.-S. (2020) · Computers & Education · doi:10.1016/j.compedu.2019.103668 · Cited by 229
Self-citationBelland, B. R. (2011) · Educational Psychology Review · doi:10.1007/s10648-011-9176-5 · Cited by 64
Metadata
- Authors
- Lee, H.-S., & Butler, N.
- Venue
- International Journal of Science Education
- Publisher
- Informa UK Limited
- Published
- 2003-08
- Volume
- 25
- Issue
- 8
- Pages
- 923-948
- ISSN
- 0950-0693 (ISSN-L)
- 1464-5289
- OpenAlex
- W2045993768
- Cited by
- 270
- References
- 54
- FWCI
- 38.67
- Type
- journal article
- Language
- en
- Open access
- closed
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Data sources
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
