Open AccessThe use of inquiry-based science teaching to promote students’ conceptual understanding of direct current electricity
Author(s) -
Nazeem Edwards,
Lesley Le Grange
Publication year - 2017
Publication title -
suid-afrikaanse tydskrif vir natuurwetenskap en tegnologie/die suid-afrikaanse tydskrif vir natuurwetenskap en tegnologie
Language(s) - English
Resource type - Journals
eISSN - 2222-4173
pISSN - 0254-3486
DOI - 10.4102/satnt.v36i1.1427
Subject(s) - transformative learning , constructivism (international relations) , positivism , science education , conceptual change , pragmatism , social constructivism , mathematics education , electricity , philosophy of science , scientific literacy , sociology , epistemology , engineering ethics , pedagogy , psychology , political science , politics , engineering , philosophy , international relations , electrical engineering , law
Research in science education evolved from the positivist paradigm in which scientific knowledge was considered to be immutable. This article investigates the use of inquiry-based science teaching as a pedagogical strategy to develop prospective science teachers’ conceptual understanding of direct current electricity. It is proposed that Vygotsky’s social constructivism and Dewey’s pragmatism have common elements that may serve as a philosophical framework for inquiry-based science teaching. An example of the transformative conjecture-driven teaching experiment as a design study in science education, is outlined. A retrospective analysis is provided to develop a learning environment that can contribute to better conceptual understanding of basic direct current electricity by prospective science teachers