Teaching Science through Inquiry تدريس العلوم من خلال التحقيق (من خلال التقصي).
"If a single word had to be chosen to describe the goals of science educators
during the 30-year period that began in the late 1950s, it would have to be
INQUIRY." (DeBoer, 1991, p. 206).
In a statement of shared principles, the U.S. Department of Education and the
National Science Foundation (1992) together endorsed mathematics and science
curricula that "promote active learning, inquiry, problem solving, cooperative
learning, and other instructional methods that motivate students." Likewise, the
National Committee on Science Education Standards and Assessment (1992) has said
that "school science education must reflect science as it is practiced," and
that one goal of science education is "to prepare students who understand the
modes of reasoning of scientific inquiry and can use them." More specifically,
"students need to have many and varied opportunities for collecting, sorting and
cataloging; observing, note taking and sketching; interviewing, polling, and
surveying" (Rutherford & Algren, 1990).
DISTINGUISHING FEATURES OF INQUIRY-ORIENTED SCIENCE
INSTRUCTION
Inquiry-oriented science instruction has been characterized in a
variety of ways over the years (Collins, 1986; DeBoer, 1991; Rakow, 1986) and
promoted from a variety of perspectives. Some have emphasized the active nature
of student involvement, associating inquiry with "hands-on" learning and
experiential or activity-based instruction. Others have linked inquiry with a
discovery approach or with development of process skills associated with "the
scientific method." Though these various concepts are interrelated,
inquiry-oriented instruction is not synonymous with any of them.
From a science perspective, inquiry-oriented instruction engages students in
the investigative nature of science. As Novak suggested some time ago (1964),
"Inquiry is the [set] of behaviors involved in the struggle of human beings for
reasonable explanations of phenomena about which they are curious." So, inquiry
involves activity and skills, but the focus is on the active search for
knowledge or understanding to satisfy a curiosity.
Teachers vary considerably in how they attempt to engage students in the
active search for knowledge; some advocate structured methods of guided inquiry
(Igelsrud & Leonard, 1988) while others advocate providing students with few
instructions (Tinnesand & Chan, 1987). Others promote the use of heuristic
devices to aid skill development (Germann, 1991). A focus on inquiry always
involves, though, collection and interpretation of information in response to
wondering and exploring.
From a pedagogical perspective, inquiry-oriented teaching is often contrasted
with more traditional expository methods and reflects the constructivist model
of learning, often referred to as active learning, so strongly held among
science educators today. According to constructivist models, learning is the
result of ongoing changes in our mental frameworks as we attempt to make meaning
out of our experiences (Osborne & Freyberg, 1985). In classrooms where
students are encouraged to make meaning, they are generally involved in
"developing and restructuring [their] knowledge schemes through experiences with
phenomena, through exploratory talk and teacher intervention" (Driver, 1989).
Indeed, research findings indicate that, "students are likely to begin to
understand the natural world if they work directly with natural phenomena, using
their senses to observe and using instruments to extend the power of their
senses" (National Science Board, 1991, p. 27).
In its essence, then, inquiry-oriented teaching engages students in
investigations to satisfy curiosities, with curiosities being satisfied when
individuals have constructed mental frameworks that adequately explain their
experiences. One implication is that inquiry-oriented teaching begins or at
least involves stimulating curiosity or provoking wonder. There is no authentic
investigation or meaningful learning if there is no inquiring mind seeking an
answer, solution, explanation, or decision.
THE BENEFITS OF TEACHING THROUGH INQUIRY
Though some have
raised concerns about extravagant claims made for science instruction based on
activities and laboratory work (Hodson, 1990), studies of inquiry-oriented
teaching (Anderson et al., 1982) and inquiry-based programs of the 1960s
(Mechling & Oliver, 1983; Shymansky et al., 1990) have been generally
supportive of inquiry approaches. Inquiry-based programs at the middle-school
grades have been found to generally enhance student performance, particularly as
it relates to laboratory skills and skills of graphing and interpreting data
(Mattheis & Nakayama, 1988). Evidence has also been reported that shows
inquiry-related teaching effective in fostering scientific literacy and
understanding of science processes (Lindberg, 1990), vocabulary knowledge and
conceptual understanding (Lloyd & Contreras, 1985, 1987), critical thinking
(Narode et al., 1987), positive attitudes toward science (Kyle et al., 1985;
Rakow, 1986), higher achievement on tests of procedural knowledge (Glasson,
1989), and construction of logico-mathematical knowledge (Staver, 1986).
It seems particularly important that inquiry-oriented teaching may be
especially valuable for many underserved and underrepresented populations. In
one study, language-minority students were found to acquire scientific ways of
thinking, talking, and writing through inquiry-oriented teaching (Rosebery et
al., 1990). Inquiry-oriented science teaching was shown to promote development
of classification skills and oral communication skills among bilingual third
graders (Rodriguez & Bethel, 1983). Active explorations in science have been
advocated for teaching deaf students (Chira, 1990). Finally, experiential
instructional approaches using ordinary life experiences are considered to be
more compatible with native American viewpoints than are text-based approaches
(Taylor, 1988).
Caution must be used, however, in interpreting reported findings. There is
evidence of interactions among investigative approaches to science teaching and
teaching styles (Lock, 1990), and the effects of directed inquiry on student
performance may vary by level of cognitive development (Germann, 1989). There
seems also a possible conflict of goals when attempting to balance the needs of
underachieving gifted students to develop more positive self-concepts with the
desire to develop skills of inquiry and problem solving (Wolfe, 1990).
It must also be emphasized that an emphasis on inquiry-oriented teaching does
not necessarily preclude the use of textbooks or other instructional materials.
The Biological Sciences Curriculum Study materials are examples of those that
include an inquiry orientation (Hall & McCurdy, 1990; Sarther, 1991). Other
materials accommodating an inquiry approach to teaching have been identified by
Haury (1992). Several elementary school textbooks have been compared (Staver
& Bay, 1987) and a content analysis scheme for identifying inquiry-friendly
textbooks has been described (Tamir, 1985). Duschl (1986) has described how
textbooks can be used to support inquiry-oriented science teaching. As mentioned
by Hooker (1879, p. ii) many years ago, "No text-book is rightly constructed
that does not excite [the] spirit of inquiry."
As instructional technology advances, there will become more options for
using a variety of materials to enrich inquiry-oriented teaching. Use of
interactive media in inquiry-based learning is being examined (Litchfield &
Mattson, 1989), and new materials are being produced and tested (Dawson, 1991).
Use of computerized data-bases to facilitate development of inquiry skills has
also been studied (Maor, 1991).
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266 423
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Glasson, G. E. (1989, February). The effects of hands-on and teacher
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121-31.
Hall, D. A., & McCurdy, D. W. (1990, October). Journal of Research in
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resource handbook. Millwood, NY: Kraus International Publications.
Hodson, D. (1990, March). A critical look at practical work in school
science. School Science Review, 71(256), 33-40.
Hooker, W. (1879). Natural history. New York: Harper & Brothers.
Igelsrud, D., & Leonard, W. H. (Eds.). (1988, May). Labs: What research
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303-06.
Kyle, W. C., Jr., et al. (1985, October). What research says: Science through
discovery: students love it. Science and Children, 23(2), 39-41.
Lindberg, D. H. (1990, Winter). What goes 'round comes 'round doing science.
Childhood Education, 67(2), 79-81.
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Computers in Mathematics and Science Teaching, 9(1), 37-43.
Lloyd, C. V., & Contreras, N. J. (1985, December). The role of
experiences in learning science vocabulary. Paper presented at the Annual
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Lloyd, C. V., & Contreras, N. J. (1987, October). What research says:
Science inside-out. Science and Children, 25(2), 30-31.
Lock, R. (1990, March). Open-ended, problem-solving investigations: What do
we mean and how can we use them? School Science Review, 71(256), 63-72.
Maor, D. (1991, April). Development of student inquiry skills: A
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Teaching, Lake Geneva, WI. ED 336 261
Mattheis, F. E., & Nakayama, G. (1988, September). Effects of a
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Mechling, K. R., & Oliver, D. L. (1983, March). Activities, not
textbooks: What research says about science programs. Principal, 62(4), 41-43.
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National Committee on Science Education Standards and Assessment. (1992).
National science education standards: A sampler. Washington, DC: National
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National Science Board. (1991). Science & engineering indicators-1991.
Washington, DC: U.S. Government Printing Office. (NSB 91-1)
Novak, A. (1964). Scientific inquiry. Bioscience, 14, 25-28.
Osborne, M., & Freyberg, P. (1985). Learning in science: Implications of
children's knowledge. Auckland, New Zealand: Heinemann.
Rakow, S. J. (1986). Teaching science as inquiry. Fastback 246. Bloomington,
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science and language teaching. Journal of Research in Science Teaching, 20(4),
291-96.
Rosebery, A. S., et al. (1990, February). Making sense of science in language
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Rutherford, F. J., & Ahlgren, A. (1990). Science for all Americans. New
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Sarther, C. M. (1991, Winter-Spring). Science curriculum and the BSCS
Revisited. Teaching Education, 3(2), 101-08.
Shymansky, J. A., et al. (1990, February). A reassessment of the effects of
inquiry-based science curricula of the 60's. Journal of Research in Science
Teaching, 27(2), 127-44.
Staver, J. R., & Bay, M. (1987, October). Analysis of the project
synthesis goal cluster orientation and inquiry emphasis of elementary science
textbooks. Journal of Research in Science Teaching, 24(7), 629-43.
Staver, J. R. (1986, September). The constructivist epistemology of Jean
Piaget: Its philosophical roots and relevance to science teaching and learning.
Paper presented at the United States-Japan Seminar on Science Education,
Honolulu, HI. ED 278 563
Tamir, P. (1985, January-March). Content analysis focusing on inquiry.
Journal of Curriculum Studies, 17(1), 87-94.
Taylor, G. (1988, April 1). Hands on science. Paper presented at the Annual
Conference of the Council for Exceptional Children, Washington, DC. ED 297 917
Tinnesand, M., & Chan, A. (1987, September). Step 1: Throw out the
instructions. Science Teacher, 54(6), 43-45.
U.S. Department of Education, & National Science Foundation. (1992).
Statement of Principles (Brochure). Washington, DC: Author.
Wolfe, L. F. (1990). Teaching science to gifted underachievers: A conflict of
goals. Canadian Journal of Special Education, 6(1), 88-97.
on the link
http://www.ericdigests.org/1993/inquiry.htmتدريس العلوم من خلال التحقيق. ERIC/CSMEE Digest. اريك / CSMEE دايجست.
واضاف
"اذا كانت كلمة واحدة ليتم اختياره لوصف أهداف مدرسي العلوم خلال الفترة
من 30 عاما والتي بدأت في أواخر 1950s ، فإنه لا بد من التحقيق." (DeBoer, 1991, p. 206). (DeBoer ، 1991 ، p. 206).
In
a statement of shared principles, the US Department of Education and
the National Science Foundation (1992) together endorsed mathematics
and science curricula that "promote active learning, inquiry, problem
solving, cooperative learning, and other instructional methods that
motivate students." في بيان من المبادئ المشتركة ، وأيدت الولايات
المتحدة وزارة التربية والتعليم ، والمؤسسة الوطنية للعلوم (1992) معا
مناهج الرياضيات والعلوم ان "تعزيز التعلم النشط ، والتحقيق ، وحل
المشكلات ، والتعلم التعاوني ، وغيرها من أساليب التدريس التي تحفز
الطلاب". Likewise,
the National Committee on Science Education Standards and Assessment
(1992) has said that "school science education must reflect science as
it is practiced," and that one goal of science education is "to prepare
students who understand the modes of reasoning of scientific inquiry
and can use them." وبالمثل ، فإن اللجنة الوطنية للتربية والعلوم
معايير التقييم (1992) وقال ان "مدرسة لتعليم العلوم يجب أن يعكس العلم
على النحو الذي يمارس" ، وان هدف واحد لتعليم العلوم هو "لاعداد الطلاب
الذين يفهمون أساليب التفكير العلمي التحقيق ، ويمكن الاستفادة منها. "More
specifically, "students need to have many and varied opportunities for
collecting, sorting and cataloging; observing, note taking and
sketching; interviewing, polling, and surveying" (Rutherford &
Algren, 1990). بشكل أكثر تحديدا ، "الطلبة بحاجة إلى فرص عديدة
ومتنوعة لجمع وتصنيف وفهرسة ؛ المراقبة ، وتدوين المذكرات ، ورسم ،
والمقابلات ، والاقتراع ، والمساحة" (روثرفورد & Algren ، 1990). DISTINGUISHING FEATURES OF INQUIRY-ORIENTED SCIENCE INSTRUCTION ومن السمات المميزة للتحقيق العلوم الموجهة للإرشادية
[right] Inquiry-oriented
science instruction has been characterized in a variety of ways over
the years (Collins, 1986; DeBoer, 1991; Rakow, 1986) and promoted from
a variety of perspectives. التحقيق العلوم الموجهة للتعليم واتسم
في مجموعة متنوعة من الطرق على مدى السنوات (كولنز ، 1986 ؛ DeBoer ، 1991
؛ Rakow ، 1986) وعززت من مجموعة متنوعة من وجهات النظر. Some
have emphasized the active nature of student involvement, associating
inquiry with "hands-on" learning and experiential or activity-based
instruction. البعض أكد على طبيعة المشاركة النشطة من جانب الطلاب
، وربط التحقيق مع "التدريب العملي على" التعلم والتجربة أو النشاط القائم
على التعليم. Others
have linked inquiry with a discovery approach or with development of
process skills associated with "the scientific method." البعض الآخر مرتبط بالتحقيق مع اتباع نهج اكتشاف أو مع تطوير المهارات العملية المرتبطة ب "المنهج العلمي". Though these various concepts are interrelated, inquiry-oriented instruction is not synonymous with any of them. على الرغم من هذه المفاهيم المختلفة مترابطة فيما بينها ، التحقيق ، تعليمات موجهة ليس مرادفا للأي واحد منهم.
From a science perspective, inquiry-oriented instruction engages students in the investigative nature of science. من منظور العلم والتحقيق تثقيف الموجه نحو يشرك الطلاب في طبيعة التحقيق العلم. As
Novak suggested some time ago (1964), "Inquiry is the [set] of
behaviors involved in the struggle of human beings for reasonable
explanations of phenomena about which they are curious." كما
اقترح نوفاك منذ بعض الوقت (1964) ، "التحقيق هو [مجموعة] من السلوكيات
يشارك في النضال من البشر لتفسيرات معقولة للظواهر عن التي هي غريبة". So,
inquiry involves activity and skills, but the focus is on the active
search for knowledge or understanding to satisfy a curiosity. لذلك ، التحقيق يشمل النشاط والمهارات ، ولكن التركيز ينصب على البحث النشط عن المعرفة أو الفهم لإرضاء فضول.
Teachers
vary considerably in how they attempt to engage students in the active
search for knowledge; some advocate structured methods of guided
inquiry (Igelsrud & Leonard, 1988) while others advocate providing
students with few instructions (Tinnesand & Chan, 1987).
المدرسين تتفاوت تفاوتا كبيرا في الكيفية التي محاولة لإشراك الطلاب في
البحث النشط عن المعرفة ، وبعض أساليب الدعوة تنظيما تسترشد التحقيق
(Igelsrud & ليونارد ، 1988) ، في حين أن آخرين الدعوة إلى تزويد
الطلبة تعليمات قليلة (Tinnesand & تشان ، 1987). Others promote the use of heuristic devices to aid skill development (Germann, 1991). تشجيع الآخرين على استخدام وسائل ارشادي لمساعدة تنمية المهارات (غيرمان ، 1991).A focus on inquiry always involves, though, collection and interpretation of information in response to wondering and exploring. والتركيز على تحقيق ينطوي دائما ، على الرغم من جمع وتفسير المعلومات ردا على التساؤل والاستكشاف.
From
a pedagogical perspective, inquiry-oriented teaching is often
contrasted with more traditional expository methods and reflects the
constructivist model of learning, often referred to as active learning,
so strongly held among science educators today. من منظور تربوي ،
موجه نحو تحقيق التدريس غالبا ما يتناقض مع الأساليب التقليدية أكثر
تفسيرية ويعكس النموذج البنائية للتعلم ، وكثيرا ما يشار إلى التعلم النشط
، وذلك بقوة عقدت بين مدرسي العلوم اليوم. According
to constructivist models, learning is the result of ongoing changes in
our mental frameworks as we attempt to make meaning out of our
experiences (Osborne & Freyberg, 1985). وفقا لنماذج بنائية ،
والتعلم هو نتيجة للتغيرات الجارية في أطرنا العقلية ونحن نحاول جعل هذا
يعني الخروج من تجاربنا (أوسبورن & Freyberg ، 1985). In
classrooms where students are encouraged to make meaning, they are
generally involved in "developing and restructuring [their] knowledge
schemes through experiences with phenomena, through exploratory talk
and teacher intervention" (Driver, 1989). Indeed, research findings
indicate that, "students are likely to begin to understand the natural
world if they work directly with natural phenomena, using their senses
to observe and using instruments to extend the power of their senses"
(National Science Board, 1991, p. 27). في الفصول الدراسية ، حيث
يتم تشجيع الطلاب على بذل المعنى ، فإنها عادة ما تكون المشاركة في "تطوير
وإعادة هيكلة [من] مخططات المعرفة من خلال التجارب مع الظواهر ، من خلال
الحديث استكشافية وتدخل المعلم" (سائق ، 1989). والواقع أن نتائج الأبحاث
تشير إلى أن " طلاب من المرجح أن تبدأ من فهم العالم الطبيعي إذا كانوا
يعملون مباشرة مع الظواهر الطبيعية ، واستخدام حواسه لمراقبة واستخدام
أدوات لتوسيع قوة رشدهم "(المجلس الوطني للعلوم ، 1991 ، p. 27).
In
its essence, then, inquiry-oriented teaching engages students in
investigations to satisfy curiosities, with curiosities being satisfied
when individuals have constructed mental frameworks that adequately
explain their experiences. في جوهرها ، ثم ، تحقيق التدريس
الموجهة يشرك الطلاب في التحقيقات لإرضاء الفضول ، مع اقتناعها العجيبة
عند الأفراد قد شيدت الأطر الذهنية التي تفسر تفسيرا وافيا تجاربهم.One implication is that inquiry-oriented teaching begins or at least involves stimulating curiosity or provoking wonder. واحد يترتب على ذلك أن التحقيق يبدأ التدريس الموجهة أو على الأقل ينطوي على تحفيز الفضول أو عجب استفزاز. There
is no authentic investigation or meaningful learning if there is no
inquiring mind seeking an answer, solution, explanation, or decision. ليس هناك تحقيقات حقيقية أو ذات مغزى التعلم إذا لم يكن هناك عقل تستفسر عن إجابة ، والحل ، التفسير ، أو اتخاذ قرار. THE BENEFITS OF TEACHING THROUGH INQUIRY فوائد التعليم عن طريق الطلبيات
Though
some have raised concerns about extravagant claims made for science
instruction based on activities and laboratory work (Hodson, 1990),
studies of inquiry-oriented teaching (Anderson et al., 1982) and
inquiry-based programs of the 1960s (Mechling & Oliver, 1983;
Shymansky et al., 1990) have been generally supportive of inquiry
approaches. على الرغم من بعض المخاوف بشأن المطالبات باهظة تقدم
للتدريس العلوم على أساس الأنشطة والأعمال المخبرية (Hodson ، 1990) ،
ودراسات للتحقيق التدريس الموجهة (أندرسون وآخرون ، 1982) وتحقيق البرامج
المستندة من 1960s (Mechling & اوليفر ، 1983 ؛ Shymansky وآخرون ،
1990) قد تم بصفة عامة داعمة للمناهج التحقيق.Inquiry-based
programs at the middle-school grades have been found to generally
enhance student performance, particularly as it relates to laboratory
skills and skills of graphing and interpreting data (Mattheis &
Nakayama, 1988). التحقيق البرامج المستندة على الدرجات المتوسطة
في المدارس انه تم العثور على تعزيز أداء الطلاب عموما ، ولا سيما من حيث
صلتها المهارات المختبرية والمهارات من الرسوم البيانية وتفسير البيانات
(Mattheis & ناكاياما ، 1988). Evidence
has also been reported that shows inquiry-related teaching effective in
fostering scientific literacy and understanding of science processes
(Lindberg, 1990), vocabulary knowledge and conceptual understanding
(Lloyd & Contreras, 1985, 1987), critical thinking (Narode et al.,
1987), positive attitudes toward science (Kyle et al., 1985; Rakow,
1986), higher achievement on tests of procedural knowledge (Glasson,
1989), and construction of logico-mathematical knowledge (Staver, 1986).
أدلة أفيد أيضا أن يظهر التحقيق التدريس ذات الصلة فعالة في تعزيز محو
الأمية العلمية وفهم عمليات العلم (ليندبرغ ، 1990) ، والمعارف والمفردات
، والفهم النظري (لويد وكونتريراس ، 1985 ، 1987) ، والتفكير النقدي
(Narode وآخرون ، 1987) ، والمواقف الإيجابية تجاه العلوم (كايل وآخرون ،
1985 ؛ Rakow ، 1986) ، وتحقيق أعلى في اختبارات المعرفة الإجرائية
(Glasson ، 1989) ، وبناء lógico المعرفة الرياضية (Staver ، 1986).
some have raised concerns about extravagant claims made for science
instruction based on activities and laboratory work (Hodson, 1990),
studies of inquiry-oriented teaching (Anderson et al., 1982) and
inquiry-based programs of the 1960s (Mechling & Oliver, 1983;
Shymansky et al., 1990) have been generally supportive of inquiry
approaches. على الرغم من بعض المخاوف بشأن المطالبات باهظة تقدم
للتدريس العلوم على أساس الأنشطة والأعمال المخبرية (Hodson ، 1990) ،
ودراسات للتحقيق التدريس الموجهة (أندرسون وآخرون ، 1982) وتحقيق البرامج
المستندة من 1960s (Mechling & اوليفر ، 1983 ؛ Shymansky وآخرون ،
1990) قد تم بصفة عامة داعمة للمناهج التحقيق.Inquiry-based
programs at the middle-school grades have been found to generally
enhance student performance, particularly as it relates to laboratory
skills and skills of graphing and interpreting data (Mattheis &
Nakayama, 1988). التحقيق البرامج المستندة على الدرجات المتوسطة
في المدارس انه تم العثور على تعزيز أداء الطلاب عموما ، ولا سيما من حيث
صلتها المهارات المختبرية والمهارات من الرسوم البيانية وتفسير البيانات
(Mattheis & ناكاياما ، 1988). Evidence
has also been reported that shows inquiry-related teaching effective in
fostering scientific literacy and understanding of science processes
(Lindberg, 1990), vocabulary knowledge and conceptual understanding
(Lloyd & Contreras, 1985, 1987), critical thinking (Narode et al.,
1987), positive attitudes toward science (Kyle et al., 1985; Rakow,
1986), higher achievement on tests of procedural knowledge (Glasson,
1989), and construction of logico-mathematical knowledge (Staver, 1986).
أدلة أفيد أيضا أن يظهر التحقيق التدريس ذات الصلة فعالة في تعزيز محو
الأمية العلمية وفهم عمليات العلم (ليندبرغ ، 1990) ، والمعارف والمفردات
، والفهم النظري (لويد وكونتريراس ، 1985 ، 1987) ، والتفكير النقدي
(Narode وآخرون ، 1987) ، والمواقف الإيجابية تجاه العلوم (كايل وآخرون ،
1985 ؛ Rakow ، 1986) ، وتحقيق أعلى في اختبارات المعرفة الإجرائية
(Glasson ، 1989) ، وبناء lógico المعرفة الرياضية (Staver ، 1986).
It
seems particularly important that inquiry-oriented teaching may be
especially valuable for many underserved and underrepresented
populations. يبدو من الأهمية بمكان أن التحقيق التدريس المنحى قد تكون ذات قيمة خاصة بالنسبة لكثير من السكان المحرومة والممثلة تمثيلا ناقصا. In
one study, language-minority students were found to acquire scientific
ways of thinking, talking, and writing through inquiry-oriented
teaching (Rosebery et al., 1990). في دراسة واحدة ، واللغة ، تم
العثور على طلاب من الأقليات للحصول على الأساليب العلمية في التفكير
والتحدث والكتابة من خلال التحقيق التدريس الموجهة (Rosebery وآخرون ،
1990).Inquiry-oriented
science teaching was shown to promote development of classification
skills and oral communication skills among bilingual third graders
(Rodriguez & Bethel, 1983). التحقيق المنحى تدريس العلوم وقد
تبين لتعزيز تنمية المهارات تصنيف ومهارات الاتصال الشفوي بين طلاب الصف
الثالث بلغتين (رودريغيز & بيثيل ، 1983). Active explorations in science have been advocated for teaching deaf students (Chira, 1990). الاستكشافات النشطة في مجال العلوم وقد دعت لتدريس الطلاب الصم (شيرا ، 1990).Finally,
experiential instructional approaches using ordinary life experiences
are considered to be more compatible with native American viewpoints
than are text-based approaches (Taylor, 1988). أخيرا ، التجريبية
نهج تعليمي باستخدام تجارب الحياة العادية تعتبر لتكون أكثر توافقا مع
وجهات النظر الأمريكية هي النص الأصلي من النهج المستندة إلى (تايلور ،
1988).
Caution must be used, however, in interpreting reported findings. يجب توخي الحذر ، ومع ذلك ، ذكرت في تفسير النتائج. There
is evidence of interactions among investigative approaches to science
teaching and teaching styles (Lock, 1990), and the effects of directed
inquiry on student performance may vary by level of cognitive
development (Germann, 1989). هناك أدلة على التفاعلات بين نهج
التحقيق لتعليم العلوم وأساليب التدريس (لوك ، 1990) ، والآثار المترتبة
على توجيه التحقيق في أداء الطلاب قد تختلف حسب مستوى التطور المعرفي
(غيرمان ، 1989). There
seems also a possible conflict of goals when attempting to balance the
needs of underachieving gifted students to develop more positive
self-concepts with the desire to develop skills of inquiry and problem
solving (Wolfe, 1990). يبدو أن هناك أيضا صراع ممكن من الأهداف
عند محاولة تحقيق التوازن بين احتياجات الطلاب الموهوبين من ضعف الانجازات
لتطوير الذات أكثر إيجابية مفاهيم مع الرغبة في تطوير مهارات حل المشاكل
والتحقيق (وولف ، 1990).
It
must also be emphasized that an emphasis on inquiry-oriented teaching
does not necessarily preclude the use of textbooks or other
instructional materials. The Biological Sciences Curriculum Study
materials are examples of those that include an inquiry orientation
(Hall & McCurdy, 1990; Sarther, 1991). ايضا لا بد من التأكيد
على أن التركيز على تحقيق التدريس المنحى لا يحول بالضرورة دون استخدام
الكتب المدرسية أو غيرها من المواد التعليمية ، والعلوم البيولوجية
المناهج الدراسية مواد هي أمثلة على تلك التي تتضمن توجها التحقيق (قاعة
& مكوردي ، 1990 ؛ Sarther ، 1991). Other materials accommodating an inquiry approach to teaching have been identified by Haury (1992). مواد أخرى لاستيعاب هذا النهج لتحقيق التدريس تم تحديدها من قبل Haury (1992). Several
elementary school textbooks have been compared (Staver & Bay, 1987)
and a content analysis scheme for identifying inquiry-friendly
textbooks has been described (Tamir, 1985). العديد من الكتب
المدرسية الابتدائية وقد تم مقارنة (Staver & باي ، 1987) ، وتحليل
محتوى خطة لتحديد تحقيق الكتب المدرسية ودية وقد وصفت (تامير ، 1985). Duschl (1986) has described how textbooks can be used to support inquiry-oriented science teaching. Duschl (1986) وقد وصفت الكتب المدرسية كيف يمكن أن تستخدم لدعم التحقيق المنحى تدريس العلوم. As
mentioned by Hooker (1879, p. ii) many years ago, "No text-book is
rightly constructed that does not excite [the] spirit of inquiry." كما ذكر هوكر (1879 ، ص ب) منذ سنوات عديدة ، "لا يوجد نص الكتاب هو بحق تشييدها والتي لا تثير [الروح] من التحقيق".
As
instructional technology advances, there will become more options for
using a variety of materials to enrich inquiry-oriented teaching.
فمع تقدم التكنولوجيا التعليمية ، وسوف يصبح هناك مزيد من الخيارات
لاستخدام مجموعة متنوعة من المواد لإثراء التحقيق التدريس المنحى. Use
of interactive media in inquiry-based learning is being examined
(Litchfield & Mattson, 1989), and new materials are being produced
and tested (Dawson, 1991). Use of computerized data-bases to facilitate
development of inquiry skills has also been studied (Maor, 1991).
استخدام وسائل الإعلام التفاعلية في التعلم القائم على التحقيق يجري فحص
(يتشفيلد & ماتسون ، 1989) ، والمواد الجديدة ويجري انتاج واختبار
(داوسون ، 1991). استخدام قواعد البيانات المحوسبة ، من أجل تيسير وتنمية
المهارات التحقيق كما تم درس (ماور ، 1991).
