Standard

Design of a student lab program for nanoscience and technology – an intervention study on students’ perceptions of the nature of science, the nature of scientists and the nature of scientific inquiry. / Tirre, Frederike; Kampschulte, Lorenz; Thoma, Gun-Brit et al.

In: Research in Science & Technological Education, Vol. 37, No. 4, 02.10.2019, p. 393-418.

Research output: Contribution to journalJournal articleResearchpeer-review

Harvard

APA

Vancouver

Author

BibTeX

@article{42787747d68148958f034a30c944f4d8,
title = "Design of a student lab program for nanoscience and technology – an intervention study on students{\textquoteright} perceptions of the nature of science, the nature of scientists and the nature of scientific inquiry",
abstract = "Background:This article describes the design and the evaluation of a student lab program on the topic of nanoscience and technology (NST), mainly focusing on Nanoscience and its applications. The program was designed for students in grades 8-10 and was part of a larger outreach program of the Collaborative Research Center {\textquoteleft}Function by Switching{\textquoteright} at Kiel University. The Model of Educational Reconstruction (MER) served as a framework for the research-based design of the student lab.Purpose:We aimed to develop an authentic science activity in the area of NST in order to support scientific inquiry learning and to provide a deeper understanding of scientific topics.Sample: 154 secondary school students from grade eight to ten of seven different secondary schools participated in this study.Design and methodsA pre-post questionnaire with six subscales on students{\textquoteright} perceptions of the Nature of Science (NOS), Scientific Inquiry (NOSI) and the involved scientists (NOST) in the area of nanoscience and nanotechnology was applied.Results:Results show that the applied explicit and reflective approach embedded in the nanoscience content significantly improved the participating students{\textquoteright} perceptions of NOS, NOSI and NOST facets. After the lab visit, students{\textquoteright} answers corresponded to a more adequate perception of today{\textquoteright}s science and scientists. Some gender differences in learning gains were also detected.Conclusion:The study served its main purpose which was to investigate a well-balanced strategy to develop authentic out-of-school-learning environments with a focus on NOS/NOSI/NOST. Testing students{\textquoteright} perceptions of the nature of nanoscience provided insights into students{\textquoteright} worlds and served as feedback for the lab program. The outcomes of this study might help to better understand and further develop authentic (nano) science programs in out-of-school settings and science outreach programs.",
keywords = "Nature of Science (NOS), Nature of Scientific Inquiry (NOSI), Out-of-school learning, student lab",
author = "Frederike Tirre and Lorenz Kampschulte and Gun-Brit Thoma and Tim H{\"o}ffler and Ilka Parchmann",
year = "2019",
month = oct,
day = "2",
doi = "10.1080/02635143.2018.1551201",
language = "English",
volume = "37",
pages = "393--418",
journal = "Research in Science & Technological Education",
issn = "0263-5143",
publisher = "Routledge",
number = "4",

}

RIS

TY - JOUR

T1 - Design of a student lab program for nanoscience and technology – an intervention study on students’ perceptions of the nature of science, the nature of scientists and the nature of scientific inquiry

AU - Tirre, Frederike

AU - Kampschulte, Lorenz

AU - Thoma, Gun-Brit

AU - Höffler, Tim

AU - Parchmann, Ilka

PY - 2019/10/2

Y1 - 2019/10/2

N2 - Background:This article describes the design and the evaluation of a student lab program on the topic of nanoscience and technology (NST), mainly focusing on Nanoscience and its applications. The program was designed for students in grades 8-10 and was part of a larger outreach program of the Collaborative Research Center ‘Function by Switching’ at Kiel University. The Model of Educational Reconstruction (MER) served as a framework for the research-based design of the student lab.Purpose:We aimed to develop an authentic science activity in the area of NST in order to support scientific inquiry learning and to provide a deeper understanding of scientific topics.Sample: 154 secondary school students from grade eight to ten of seven different secondary schools participated in this study.Design and methodsA pre-post questionnaire with six subscales on students’ perceptions of the Nature of Science (NOS), Scientific Inquiry (NOSI) and the involved scientists (NOST) in the area of nanoscience and nanotechnology was applied.Results:Results show that the applied explicit and reflective approach embedded in the nanoscience content significantly improved the participating students’ perceptions of NOS, NOSI and NOST facets. After the lab visit, students’ answers corresponded to a more adequate perception of today’s science and scientists. Some gender differences in learning gains were also detected.Conclusion:The study served its main purpose which was to investigate a well-balanced strategy to develop authentic out-of-school-learning environments with a focus on NOS/NOSI/NOST. Testing students’ perceptions of the nature of nanoscience provided insights into students’ worlds and served as feedback for the lab program. The outcomes of this study might help to better understand and further develop authentic (nano) science programs in out-of-school settings and science outreach programs.

AB - Background:This article describes the design and the evaluation of a student lab program on the topic of nanoscience and technology (NST), mainly focusing on Nanoscience and its applications. The program was designed for students in grades 8-10 and was part of a larger outreach program of the Collaborative Research Center ‘Function by Switching’ at Kiel University. The Model of Educational Reconstruction (MER) served as a framework for the research-based design of the student lab.Purpose:We aimed to develop an authentic science activity in the area of NST in order to support scientific inquiry learning and to provide a deeper understanding of scientific topics.Sample: 154 secondary school students from grade eight to ten of seven different secondary schools participated in this study.Design and methodsA pre-post questionnaire with six subscales on students’ perceptions of the Nature of Science (NOS), Scientific Inquiry (NOSI) and the involved scientists (NOST) in the area of nanoscience and nanotechnology was applied.Results:Results show that the applied explicit and reflective approach embedded in the nanoscience content significantly improved the participating students’ perceptions of NOS, NOSI and NOST facets. After the lab visit, students’ answers corresponded to a more adequate perception of today’s science and scientists. Some gender differences in learning gains were also detected.Conclusion:The study served its main purpose which was to investigate a well-balanced strategy to develop authentic out-of-school-learning environments with a focus on NOS/NOSI/NOST. Testing students’ perceptions of the nature of nanoscience provided insights into students’ worlds and served as feedback for the lab program. The outcomes of this study might help to better understand and further develop authentic (nano) science programs in out-of-school settings and science outreach programs.

KW - Nature of Science (NOS)

KW - Nature of Scientific Inquiry (NOSI)

KW - Out-of-school learning

KW - student lab

U2 - 10.1080/02635143.2018.1551201

DO - 10.1080/02635143.2018.1551201

M3 - Journal article

VL - 37

SP - 393

EP - 418

JO - Research in Science & Technological Education

JF - Research in Science & Technological Education

SN - 0263-5143

IS - 4

ER -

ID: 924755