Enhancing Ecological Hierarchical Problem-Solving with Domain-Specific Question Agendas
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| Title: | Enhancing Ecological Hierarchical Problem-Solving with Domain-Specific Question Agendas |
|---|---|
| Language: | English |
| Authors: | Ottenhof, Koen (ORCID |
| Source: | International Journal of Science Education. 2022 44(17):2565-2588. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Ecology, Thinking Skills, Problem Solving, Secondary School Science, Science Education, Learning Strategies, Foreign Countries, Student Research, Scientific Research, Questioning Techniques |
| Geographic Terms: | Netherlands |
| DOI: | 10.1080/09500693.2022.2138728 |
| ISSN: | 0950-0693 1464-5289 |
| Abstract: | Promoting problem-solving in students is an important aim of secondary science education. There is a mismatch, however, between the complex, ill-structured nature of realistic scientific problems, versus the well-structured problems students are generally confronted with. The current study investigates a teaching-learning strategy that resolves this mismatch by combining a focus on "hierarchical problem-solving strategies" for complex, authentic problems with the use of domain-specific question agendas that represent "scientific perspectives." Three design principles were applied to develop an exemplary lesson series that was implemented in two Dutch pre-university classes. A pre-/post-test research design was followed in which data was collected in the form of sets of student-generated research questions. Additionally, audio recordings of lessons and student interviews were collected and analysed. Results indicate that participating students became more proficient at applying "hierarchical problem-solving strategies" like (1) reducing complex ecological problems to more manageable subproblems by formulating productive research questions and (2) identifying types of ecological problems by connecting them to domain-specific question agendas (problem-abstraction). A qualitative analysis of the teaching-learning process and student interviews informed potential refinements of the design principles, namely the use of more diverse contexts and a greater focus on collaborative learning. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1374292 |
| Database: | ERIC |
| Abstract: | Promoting problem-solving in students is an important aim of secondary science education. There is a mismatch, however, between the complex, ill-structured nature of realistic scientific problems, versus the well-structured problems students are generally confronted with. The current study investigates a teaching-learning strategy that resolves this mismatch by combining a focus on "hierarchical problem-solving strategies" for complex, authentic problems with the use of domain-specific question agendas that represent "scientific perspectives." Three design principles were applied to develop an exemplary lesson series that was implemented in two Dutch pre-university classes. A pre-/post-test research design was followed in which data was collected in the form of sets of student-generated research questions. Additionally, audio recordings of lessons and student interviews were collected and analysed. Results indicate that participating students became more proficient at applying "hierarchical problem-solving strategies" like (1) reducing complex ecological problems to more manageable subproblems by formulating productive research questions and (2) identifying types of ecological problems by connecting them to domain-specific question agendas (problem-abstraction). A qualitative analysis of the teaching-learning process and student interviews informed potential refinements of the design principles, namely the use of more diverse contexts and a greater focus on collaborative learning. |
|---|---|
| ISSN: | 0950-0693 1464-5289 |
| DOI: | 10.1080/09500693.2022.2138728 |
