Open AccessConstructing scientific knowledge thought the primary teacher’s questions in a guided-inquiry lesson of the water cycle
Author(s) -
Ana Aragüés Díaz
Publication year - 2021
Publication title -
ikastorratza
Language(s) - English
Resource type - Journals
ISSN - 1988-5911
DOI - 10.37261/27_alea/6
Subject(s) - session (web analytics) , context (archaeology) , learning cycle , mathematics education , condensation , psychology , pedagogy , computer science , world wide web , history , physics , archaeology , thermodynamics
This paper deals with how scientific contents related to the water cycle are expressed (6th grade) as well as the role that the teacher´s questions play during an inquiry-based lesson. The research questions of the study were: What scientific concepts are constructed by students and teacher? What kind of questions uses the pre-service teacher in order to guide the thought of students? The employed methodology is based on video-analysis, being the data source a 1 hour video recording. Difficulties are perceived when students try to explain the scientific concepts (evaporation and condensation) in the context of the water cycle. The video allowed us to observe the difficulty involved in making knowledge move forward as the session progresses.