How to construct inquiry tasks: A methodological framework and task piloting
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F24%3A10484268" target="_blank" >RIV/00216208:11410/24:10484268 - isvavai.cz</a>
Výsledek na webu
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DOI - Digital Object Identifier
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Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
How to construct inquiry tasks: A methodological framework and task piloting
Popis výsledku v původním jazyce
Scientific skills are one of the essential factors for the development of a person's scientific literacy. Inquiry-based tasks are an essential tool for developing scientific skills in inquiry-based science education. The research aim was to develop a design framework of inquiry-based tasks targeting the development of scientific skills and to find out students' views on the tasks constructed according to the proposed design framework. The tasks were solved by 59 Czech students at lower secondary school who completed the questionnaire consisting of the domains interest, effort, value, pressure, clarity, difficulty after the tasks, focusing on their opinions about the tasks. It was found that they considered the presented tasks quite understandable, important, not difficult, did not feel pressured in solving them and were quite interested in solving them. The verified design framework can be used in practice and the students' opinions show positive features of such design tasks for educational practice.
Název v anglickém jazyce
How to construct inquiry tasks: A methodological framework and task piloting
Popis výsledku anglicky
Scientific skills are one of the essential factors for the development of a person's scientific literacy. Inquiry-based tasks are an essential tool for developing scientific skills in inquiry-based science education. The research aim was to develop a design framework of inquiry-based tasks targeting the development of scientific skills and to find out students' views on the tasks constructed according to the proposed design framework. The tasks were solved by 59 Czech students at lower secondary school who completed the questionnaire consisting of the domains interest, effort, value, pressure, clarity, difficulty after the tasks, focusing on their opinions about the tasks. It was found that they considered the presented tasks quite understandable, important, not difficult, did not feel pressured in solving them and were quite interested in solving them. The verified design framework can be used in practice and the students' opinions show positive features of such design tasks for educational practice.
Klasifikace
Druh
D - Stať ve sborníku
CEP obor
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OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
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Návaznosti
S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2024
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název statě ve sborníku
PROJECT-BASED EDUCATION AND OTHER ACTIVATING STRATEGIES IN SCIENCE EDUCATION XXI.
ISBN
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ISSN
2695-0626
e-ISSN
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Počet stran výsledku
11
Strana od-do
125-135
Název nakladatele
Charles University, Faculty of Education
Místo vydání
Prague
Místo konání akce
Prague
Datum konání akce
2. 11. 2023
Typ akce podle státní příslušnosti
EUR - Evropská akce
Kód UT WoS článku
001328096200013