Teaching basic concepts of scientific research to high school students

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Abstract
A number of conceptual difficulties were identified in a comprehensive diagnostic study of learning and teaching in high school biology laboratories in Israel. Most prominent among these were those related to understanding and applying basic inquiry skills such as problem identification, hypothesis formulation, and designing experiments. In order to improve the command of these skills by high school students an original module entitled 'Basic concepts of scientific research' has been developed. The module includes invitations to inquiry and a variety of exercises which lead the students gradually from simple to more complex, and some highly sophisticated, problem-solving experiences. The concepts of scientific research are developed in their historical context so that the student acquires a realistic image of scientific research as well as working ability in applying inquiry skills to the solving of novel problems. Students who used the module demonstrated substantial gains in understanding concepts and applying their inquiry skills in inquiryoriented practical laboratory tests taken from the matriculation examinations. The module was examined by experts in science, philosophy of science, and science education and received favourable comments as well as some suggestions for modifications. The revised module is now available for use by students, teachers, and teacher educators.

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