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Open-ended investigations and V diagrams in chemistry education

Open-ended investigations and V diagrams in chemistry education. Berit Kurtén-Finnäs, FD Liselott Forsman, FD. Background. Doctoral thesis, 2008: It was interesting you had to think so much. Open-ended investigations and V diagrams in chemistry education.

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Open-ended investigations and V diagrams in chemistry education

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  1. Open-ended investigations and V diagrams in chemistry education Berit Kurtén-Finnäs, FD Liselott Forsman, FD

  2. Background Doctoral thesis, 2008: It was interesting you had to think so much. Open-ended investigations and V diagrams in chemistry education

  3. Some of the theoretical background • Meaningful learning, V heuristic (Ausubel, Novak, Gowin) • Open investigations (Hegarty-Hazel) • Authentic school science (Roth)

  4. Objectives for my doctoral study • contribute to the development of the laboratory work within education in chemistry • contribute to research by careful study of the implementation of open-ended investigations and a modified version of Gowin’s V diagram • focus on affective variables of students’ learning; self-concept, beliefs, attitudes and interest

  5. Methodology and research methods • design-based research • questionnaires, interviews, self-assessment, audio recording in the class

  6. Implementation • 4 open-ended investigations together with V diagrams in grade-7 in a comprehensive school in Finland (21 students, 13-14 years old); their first chemistry course • the problems were chosen by the researcher together with the teacher; context-based • laboratory groups of 2-5 students

  7. Some results and conclusions • The work with open-ended investigations and with V diagrams had a favourable effect on the students self-concept, and on their interest in chemistry • The group interactions seemed to be important in the students’ development of their understanding • A majority of the students felt the V diagrams had helped them in their understanding of the lab

  8. The S-team project – our part • cooperation with two chemistry teachers in a secondary school and one teacher at the teacher education • students in a chemistry class in the secondary school (16 years old), in a pre-IB class and primary teacher students have worked with open-ended investigation in combination with V diagrams • video-recordings in the classrooms; focus on • teachers introductions • students discussions during their planning and practical work • a presentation of open-ended investigations and of V diagrams • discussions of different aspects of the work with open-ended investigations and with V diagrams

  9. The structure of the web resource Part 1 • What is an open-ended investigation? • Introducing an open-ended investigation in class. • Students planning their investigation. • Teacher students working with an open-ended investigation. • Concluding discussions about open-ended investigations.

  10. Part 2 • What is a V diagram? Theoretical background. • Introducing V diagrams in class. • Students working with V diagrams. • Concluding discussions about V diagrams. Part 3 • Guidelines for language support in chemistry education.

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