Theme 4: Reading One

Tan, S.C., Yeo, A.C.J, & Lim, W.Y. (Winter 2005). Changing epistemology of science learning through inquiry with computer-supported collaborative learning. Journal of Computers in Mathematics and Science Teaching. 24 (4). p367.

The aim of this research is to move away from learning about science towards learning to be scientists. This is also a focus of the New Zealand draft Science curriculum of looking at the nature of science. Science teaching that involves more open investigations where students create knowledge as opposed to a teacher-centred classroom. The authors advocate the need to “change the epistemology of the learning of science from instructivism to one of social constructivist learning”.

The research goal was to determine whether a Science Research course designed with an inquiry-learning approach and complemented by a computer-supported collaborative learning environment helped to develop students’ abilities to think and act in ways associated with inquiry. The authors used Knowledge Forum as an online platform for collaborative inquiry.

Groups of 3-4 students carried out 3 different investigations (Mysterious Journeys, Life of a Raisin & Candle Activity) under the guidance of a teacher. Each investigative activity focused on certain process skills (identify variables, operationally defining variables, stating hypothesis, graphing and interpreting data, and designing investigations). Students used Knowledge Forum to discuss their ideas.

To measure and compare the students’ scientific inquiry skills a pre and post test was administered before and after the Science Research course (Test for Integrated Process Skills II). Student participation in Knowledge Forum was also analysed in the research.

The research was carried out on high achieving secondary school students (grades 7 to 10) in Singapore. The research showed a significant improvement in the post-survey to pre-survey results in the scientific process skills. Students also used Knowledge Form to express their ideas allowing them to socially construct knowledge. The authors suggest that the small sample size was the main limitation of the research.

I enjoyed this article because the research could easily be conducted at my place of work. The New Zealand draft curriculum focuses on teaching the nature of science which places more emphasis on scientific inquiry skills which is GOOD thing considering the ‘sandpit’ scientific reasoning which goes on in some media.