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Inscriptional practices in two inquiry‐based classrooms: A case study of seventh graders' use of data tables and graphs
Author(s) -
Wu HsinKai,
Krajcik Joseph S.
Publication year - 2006
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.20092
Subject(s) - mathematics education , process (computing) , inquiry based learning , unit (ring theory) , science education , psychology , quality (philosophy) , computer science , epistemology , philosophy , operating system
This case study characterizes the inscriptional practices demonstrated by seventh graders, particularly their use of data tables and graphs, in an inquiry‐based learning environment. Using a naturalistic approach, we collected multiple sources of data during an 8‐month instructional unit that emphasized water quality and relevant concepts. The analyses show that constructing and interpreting graphs and tables provided students with opportunities to discuss, review, and clarify questions about concepts and the inquiry process. At the end of the unit on water quality, students were capable of fully participating in designing a more complicated inscription and interpreting new inscriptions. The findings suggest that four features of the learning environment promoted the development of inscriptional practices: (1) embedding the use of inscriptions in students' science inquiry; (2) providing scaffolds to support students' inquiry process; (3) sequencing tasks and the inquiry process; and (4) engaging students in science inquiry in an iterated manner. This study provides insight into the design of a learning environment in which students can develop competent scientific practices. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 63–95, 2006