Original Research

The use of inquiry-based science teaching to promote students’ conceptual understanding of direct current electricity

Nazeem Edwards, Lesley le Grange
Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie | Vol 36, No 1 | a1427 | DOI: https://doi.org/10.4102/satnt.v36i1.1427 | © 2017 Nazeem Edwards, Lesley le Grange | This work is licensed under CC Attribution 4.0
Submitted: 30 September 2016 | Published: 26 May 2017

About the author(s)

Nazeem Edwards, Department of Curriculum Studies, Stellenbosch University, South Africa
Lesley le Grange, Department of Curriculum Studies, Stellenbosch University, South Africa


Share this article

Bookmark and Share

Abstract

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.

Keywords

ondersoekgebaseerde wetenskaponderrig; wetenskaponderwys; sosiale konstruktivisme; onderrigeksperiment; gelykstroomelektrisiteit

Metrics

Total abstract views: 740
Total article views: 1231

Reader Comments

Before posting a comment, read our privacy policy.

Post a comment (login required)

Crossref Citations

No related citations found.