期刊名称：Enseñanza de las ciencias: revista de investigación y experiencias didácticas
印刷版ISSN：2174-6486
出版年度：2009
卷号：27
期号：2
页码：273-286
语种：Spanish
出版社：Universitat de València
摘要：This paper proposes a teaching sequence to approach hydrostatic contents in harmony with the inquiry-based learning model. Fundamental characteristics of the model in science education are described. Then, the activities that make up the teaching sequence are showen along with methodological and didactic orientations for their performance. Eficacy of the teaching sequence was evaluated by means of a case study with 19 secondary education students aged 15-16. Evolution of the students’ ideas and their understanding levels about the topic were researched. Also the developed attitudes by students towards hydrostatic learning and, in general, science learning. A favourable conceptual change was observed in the most of the students’ prior ideas (it was not possible in all cases). Also, other alternative conceptions were detected after finishing the learning process. Another significant result was the high degree of motivation obtained by students during the experience. They were not very motivated initially, but they then argued that the increase in their interest was principally due to the performed teaching/learning method.
其他摘要：This paper proposes a teaching sequence to approach hydrostatic contents in harmony with the inquiry-based learning model. Fundamental characteristics of the model in science education are described. Then, the activities that make up the teaching sequence are showen along with methodological and didactic orientations for their performance. Eficacy of the teaching sequence was evaluated by means of a case study with 19 secondary education students aged 15-16. Evolution of the students’ ideas and their understanding levels about the topic were researched. Also the developed attitudes by students towards hydrostatic learning and, in general, science learning. A favourable conceptual change was observed in the most of the students’ prior ideas (it was not possible in all cases). Also, other alternative conceptions were detected after finishing the learning process. Another significant result was the high degree of motivation obtained by students during the experience. They were not very motivated initially, but they then argued that the increase in their interest was principally due to the performed teaching/learning method.
