Guided inquiry with V diagram toward meaningful learning at primary school.

Authors

  • Edith Herrera San Martín Departamento de Ciencias de la Educación-Universidad del Bio Avenida la Castilla s/n. Chillán. Chile
  • Mercè Izquierdo Aymerich Departamento de Didáctica de la Matemática y las Ciencias Experimentales- Universidad Autónoma de Barcelona. España Plaza cívica 08193. Bellaterra

Keywords:

Guided inquiry, V diagram, Meaningful learning.

Abstract

A didactic innovation is presented based on guided inquiry by using Gowin's V diagram to promote scientific learning skills in elementary school students. The design focuses on the descriptive understanding of science teaching by means of a triadic pedagogical reflection between the mentor teacher, the student teacher and the researcher in which the teaching unit gets around a great scientific idea. The V diagram was adapted to the questioning mode for a thorough understanding and the analysis of the impact on pupils' learning was carried out by characterizing its didactic aspects and its relationships of meaning in thinking, doing and communicating. The results indicate that it is possible to teach, learn and evaluate science by using this innovation at an early age, if it is frequently carried out in the classroom.

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Published

2014-12-31

How to Cite

San Martín, E. H., & Aymerich, M. I. (2014). Guided inquiry with V diagram toward meaningful learning at primary school. Investigations in Science Education, 19(3), 643–656. Retrieved from https://ienci.if.ufrgs.br/index.php/ienci/article/view/78

Issue

Vol. 19 No. 3 (2014): December of 2014

Section

Artigos

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