Developing students' ability to ask more and better questions resulting from inquiry-type chemistry laboratories

By Avi Hofstein, O. Navon, M. Kipnis, R. Mamlok-Naaman. 2005

370 citations recorded by the source corpus.

Subfields: Education, Physical and Theoretical Chemistry

View Paper: https://www.semanticscholar.org/paper/a146032dd90bca8f234013dc0f8ed1eb1962cf35

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In Education

In Physical and Theoretical Chemistry

Citations in the corpus

Examining Teachers’ Instructional Moves Aimed at Developing Students’ Ideas and Questions in Learner-Centered Science Classrooms (2012, background): “2002) and in student-led investigations (Hofstein et al. 2005).”
The laboratory in science education: the state of the art (2007, background): “…laboratories have the potential to develop students' abilities and skills such as: posing scientifically oriented questions (Krajcik et al., 2001; Hofstein et al., 2005), forming hypotheses, designing and conducting scientific investigations, formulating and revising scientific explanations, and…”
Students' questions: a potential resource for teaching and learning science (2008, background): “However, since this study did not include a control group, it is possible that the increase in students’ engagement was due to the students getting to know their lecturers better and developing a stronger knowledge base with which to engage in the subject. The kind of questions that students ask has”
Supporting Argumentation Through Students' Questions: Case Studies in Science Classrooms (2010, background): “, Costa, Caldeira, Gallástegui, & Otero, 2000; Koch & Eckstein, 1991), generating researchable questions for science investigations (Cuccio-Schirripa & Steiner, 2000; Hofstein et al., 2005), or guiding project work (Pedrosa de Jesus, Neri de Souza, Teixiera-Dias, & Watts, 2005).”
Scaffolding science teachers in open-inquiry teaching (2009, background): “Hofstein, Navon, Kipnis, and Mamlok‐Naaman ( 2005 ) found that an inquiry‐laboratory group asked more questions in general and more higher‐order questions than a control group of students.”
Argumentation in the Chemistry Laboratory: Inquiry and Confirmatory Experiments (2013, background): “More specifically, it focuses on students’ ability to ask questions while conducting an inquiry-type chemistry experiment (Hofstein et al. 2005), developing metacognitive skills (Kipnis and Hofstein 2008), investigating students’ attitudes toward and interest in the chemistry laboratory, and student”