Abstract
The present research is part of a longitude research study regarding the questioning behavior of students in the inquiry chemistry laboratory in Israel. We found that students who were involved in learning chemistry by the inquiry method ask more and higher-level questions. However, throughout the years, we have observed that differences between the two groups of students, control and the inquiry, have been reduced. The results of our study indicated that the gap between the Jewish and Arab students regarding their questioning ability is minor and inconsistent. If we assume that the source of this difference lies in the culture and different standards for teachers’ qualifications in the two sectors, our current results suggested that the differences between chemistry teachers in the two sectors are now diminished. Teachers from both sectors utilized the inquiry program as part of their teaching repertoire, and the students in the two sectors learned the inquiry skill of asking questions.
| Original language | English |
|---|---|
| Pages (from-to) | 705-732 |
| Number of pages | 28 |
| Journal | International Journal of Science and Mathematics Education |
| Volume | 13 |
| DOIs | |
| Publication status | Published - 22 Aug 2015 |
Funding
We would like to thank Mrs. Yetty Varon for the statistical analysis in this study. Her contribution to the research went far beyond statistical advisory. Israel Science Foundation [1317/08] This research was supported by The Israel Science Foundation (grant no. 1317/08)
All Science Journal Classification (ASJC) codes
- Education
- General Mathematics