Group Work during Inquiry-Based Learning in Biology Teacher Education: A Praxeological Perspective on the Task of (Collaborative) Protocol Generation
Writing protocols is a central activity in the natural sciences, but is also a part of science education. In the context of inquiry-based learning, keeping records is considered beneficial for the comprehension of scientific reasoning and the associated problem-solving process. Previous studies have...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2023-04-01
|
| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/13/4/401 |
| _version_ | 1797605698826141696 |
|---|---|
| author | Petra Olschewski Petra Herzmann Kirsten Schlüter |
| author_facet | Petra Olschewski Petra Herzmann Kirsten Schlüter |
| author_sort | Petra Olschewski |
| collection | DOAJ |
| description | Writing protocols is a central activity in the natural sciences, but is also a part of science education. In the context of inquiry-based learning, keeping records is considered beneficial for the comprehension of scientific reasoning and the associated problem-solving process. Previous studies have focused particularly on the evaluation of learner-generated protocols and their potential for learning. The process of protocol writing, especially in the context of inquiry-based group work, as it is usually implemented in practice, has hardly been researched so far. In this video-based study, we use the documentary method, a reconstructive analysis method, in order to investigate how student groups implement joint protocol generation in an experimental inquiry-based setting and which action-guiding orientations emerge in the process. In all groups, action-guiding orientations to “task completion” and using the “protocol as means to provide structure and security” were found. Moreover, we have found differing orientations which can be titled “protocol as a flagship” and “protocol used in a pragmatic manner”. Overall, the protocol seems more to serve as a guide and an assurance in the experimentation process rather than as a tool for improving scientific thinking and problem solving. |
| first_indexed | 2024-03-11T05:04:46Z |
| format | Article |
| id | doaj.art-1683744696c24380bf5451ca59194092 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-11T05:04:46Z |
| publishDate | 2023-04-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-1683744696c24380bf5451ca591940922023-11-17T18:59:58ZengMDPI AGEducation Sciences2227-71022023-04-0113440110.3390/educsci13040401Group Work during Inquiry-Based Learning in Biology Teacher Education: A Praxeological Perspective on the Task of (Collaborative) Protocol GenerationPetra Olschewski0Petra Herzmann1Kirsten Schlüter2Institute of Biology Education, University of Cologne, 50931 Cologne, GermanyDepartment of Educational and Social Sciences, University of Cologne, 50823 Cologne, GermanyInstitute of Biology Education, University of Cologne, 50931 Cologne, GermanyWriting protocols is a central activity in the natural sciences, but is also a part of science education. In the context of inquiry-based learning, keeping records is considered beneficial for the comprehension of scientific reasoning and the associated problem-solving process. Previous studies have focused particularly on the evaluation of learner-generated protocols and their potential for learning. The process of protocol writing, especially in the context of inquiry-based group work, as it is usually implemented in practice, has hardly been researched so far. In this video-based study, we use the documentary method, a reconstructive analysis method, in order to investigate how student groups implement joint protocol generation in an experimental inquiry-based setting and which action-guiding orientations emerge in the process. In all groups, action-guiding orientations to “task completion” and using the “protocol as means to provide structure and security” were found. Moreover, we have found differing orientations which can be titled “protocol as a flagship” and “protocol used in a pragmatic manner”. Overall, the protocol seems more to serve as a guide and an assurance in the experimentation process rather than as a tool for improving scientific thinking and problem solving.https://www.mdpi.com/2227-7102/13/4/401biology teacher educationinquiry-based learningexperimental protocolsdocumentary methodgroup work |
| spellingShingle | Petra Olschewski Petra Herzmann Kirsten Schlüter Group Work during Inquiry-Based Learning in Biology Teacher Education: A Praxeological Perspective on the Task of (Collaborative) Protocol Generation Education Sciences biology teacher education inquiry-based learning experimental protocols documentary method group work |
| title | Group Work during Inquiry-Based Learning in Biology Teacher Education: A Praxeological Perspective on the Task of (Collaborative) Protocol Generation |
| title_full | Group Work during Inquiry-Based Learning in Biology Teacher Education: A Praxeological Perspective on the Task of (Collaborative) Protocol Generation |
| title_fullStr | Group Work during Inquiry-Based Learning in Biology Teacher Education: A Praxeological Perspective on the Task of (Collaborative) Protocol Generation |
| title_full_unstemmed | Group Work during Inquiry-Based Learning in Biology Teacher Education: A Praxeological Perspective on the Task of (Collaborative) Protocol Generation |
| title_short | Group Work during Inquiry-Based Learning in Biology Teacher Education: A Praxeological Perspective on the Task of (Collaborative) Protocol Generation |
| title_sort | group work during inquiry based learning in biology teacher education a praxeological perspective on the task of collaborative protocol generation |
| topic | biology teacher education inquiry-based learning experimental protocols documentary method group work |
| url | https://www.mdpi.com/2227-7102/13/4/401 |
| work_keys_str_mv | AT petraolschewski groupworkduringinquirybasedlearninginbiologyteachereducationapraxeologicalperspectiveonthetaskofcollaborativeprotocolgeneration AT petraherzmann groupworkduringinquirybasedlearninginbiologyteachereducationapraxeologicalperspectiveonthetaskofcollaborativeprotocolgeneration AT kirstenschluter groupworkduringinquirybasedlearninginbiologyteachereducationapraxeologicalperspectiveonthetaskofcollaborativeprotocolgeneration |