Towards Meaningful Learning through Inquiry

dc.creator	Sivbritt Dumbrajs
dc.creator	Piritta Helin
dc.creator	Hanna Kärkkäinen
dc.creator	Tuula Keinonen
dc.date	2011-04-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:16:15Z
dc.date.available	2015-07-20T22:16:15Z
dc.identifier	1306-3049
dc.identifier	https://doaj.org/article/c76455faaec540f08ef0959295d7da02
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/18329
dc.description	The purpose of this study is to develop and implement a study module including scientific inquiry basedexperiments in the context of the physical phenomenon of friction, and to assess the learning outcomes. The aimis to describe the levels of students’ understanding after instruction as well as to study where learning is situatedon the continuum between meaningful and rote learning. This study is a qualitative case study and theparticipants of the study are sixth graders from a countryside school. The students studied the issue of friction bydoing experiments in collaborative small-groups, following the principles of scientific inquiry. The data wascollected firstly, by asking the students prior to the teaching intervention to explain what happens in a picturewhich shows someone slipping, and secondly, by using an open-ended questionnaire after the teachingintervention. Before instruction, students only used their prior experiences and perceptions in their explanations,whereas after it they also utilized the scientific knowledge and concepts which they had learned during theintervention. After instruction, the students’ answers reflected deeper understanding of the phenomenon, and ofthe five types of learners found, one type reaches the level of meaningful learning. The finding of five types oflearners reflects the complexity of students’ understanding.
dc.language	English
dc.publisher	Moment Publications
dc.relation	http://www.eurasianjournals.com/index.php/ejpce/article/view/565/pdf_101
dc.relation	https://doaj.org/toc/1306-3049
dc.source	Eurasian Journal of Physics and Chemistry Education, Vol 3, Iss 1, Pp 39-50 (2011)
dc.subject	Meaningful Learning
dc.subject	Deep Approach to Learning
dc.subject	Scientific Inquiry
dc.subject	Experimental Learning.
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Towards Meaningful Learning through Inquiry
dc.type	article