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|Title:||Scientific inquiry in high school science learning: Collaborative research activities applying scientific visualizations|
|Author(s):||Erdosne Toth, Eva|
|Doctoral Committee Chair(s):||Waugh, Michael L.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
Education, Technology of
Education, Curriculum and Instruction
|Abstract:||This research utilized a multi-case, longitudinal study design to examine the theory development activities and high performance tool use of four teams of high school students and teachers. The science learning and research activities of these four high school teams were followed from the start of their research in the summer of 1994 until the completion of their research project in June 1995.
This research examined the characteristics of scientific inquiry development, the application of scientific visualization during scientific inquiry and the effects of collaborations. It was found that student teacher teams approach their chosen environmental research project both with an engineering orientation and with a science orientation to the investigation.
Another finding of this research was that scientific visualization can be used in the scientific inquiry process in a variety of ways including initial exploration of available data, explanation of trends in the available data and model predictions, assisting in formulating a suitable research theory and demonstration of results and activities.
This research also demonstrated that learning in an authentic research environment assisted through cognitive apprenticeships with mentor scientists can provide a powerful method to prepare students for the high performance future workplace.
|Rights Information:||Copyright 1996 Erdosne Toth, Eva|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9625129|