Skip to main content
SpringerLink
Log in

Introducing Students to Authentic Inquiry Investigation Using an Artificial Olfactory System

  • Chapter
  • First Online:
Book cover Issues and Challenges in Science Education Research

Abstract

The importance of engaging students in authentic inquiry tasks has been emphasized in recent discussions of science educational standards. Authentic inquiry tasks can provide students with legitimate views of the nature of scientific investigation and contemporary scientific practice. Computer-based laboratory environments are widely used in inquiry-based activities to enable students to experience the complexity of authentic experimentation. An artificial olfactory system was developed and used as an interactive computerized laboratory tool to support students’ inquiry into odor classification. Sixteen 12th grade students in Thailand participated in the study. The results showed that participating in experiments with the artificial olfactory system had a positive impact on the students’ scientific inquiry abilities and their perceptions of inquiry-based science.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Abd-El-Khalick, F. (2005). Developing deeper understandings of nature of science: The impact of a philosophy of science course on preservice science teachers’ views and instructional planning. International Journal of Science Education, 27(1), 15–42.

    Article  Google Scholar 

  • Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82, 417–436.

    Article  Google Scholar 

  • Abd-El-Khalick, F., BouJaoude, S., Duschl, R. A., Hofstein, A., Lederman, N. G., Mamlok, R., et al. (2004). Inquiry in science education: International perspectives. Science Education, 88(3), 397–419.

    Article  Google Scholar 

  • American Association for the Advancement of Science. (1993). Science for all Americans: Project 2061. New York: Oxford University Press.

    Google Scholar 

  • American Association for the Advancement of Science. (1998). Blueprints for reform: Science, mathematics and technology education. New York: Oxford University Press.

    Google Scholar 

  • Azevedo, R., & Hadwin, A. F. (2005). Scaffolding self-regulated learning and metacognition: Implications for the design of computer-based scaffolds. Instructional Science, 33, 367–379.

    Article  Google Scholar 

  • Bruck, L. B., Bretz, S. L., & Towns, M. A. (2008). Research and teaching: Characterizing the level of inquiry in an undergraduate laboratory. Journal of College Science Teaching, 9, 52–58.

    Google Scholar 

  • Chinn, C. A., & Hmelo-Silver, C. E. (2002). Authentic inquiry: Introduction to the special section. Science Education, 86(2), 171–174.

    Article  Google Scholar 

  • Chinn, C. A., & Malhotra, B. A. (2002). Epistemologically authentic inquiry in schools: A theoretical framework for evaluating in inquiry tasks. Science Education, 86(2), 175–218.

    Article  Google Scholar 

  • Clark, S. A., & Jackson, D. F. (1998). Laboratory technology and student motivation in a conceptual physics classroom: A year-long case study. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Diego, CA.

    Google Scholar 

  • Cox, M. J., & Webb, M. E. (2004). ICT and pedagogy: A review of the research literature. Coventry/London: British Educational Communications and Technology Agency/Department for Education and Skills. http://partners.becta.org.uk/upload-dir/downloads/page_documents/research/ict_pedagogy_summary.pdf. Accessed 16 Apr 2009.

  • Duschl, R. A. (1990). Restructuring science education: The importance of theories and their development. New York: Teachers College Press.

    Google Scholar 

  • Edelson, D. C. (1998). Realising authentic science learning through the adaptation of science practice. In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education (pp. 317–331). London: Kluwer Academic Publishers.

    Google Scholar 

  • Edelson, D. C. (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching, 38(3), 355–385.

    Article  Google Scholar 

  • Friedler, Y., Nachmias, R., & Songer, N. (1989). Teaching scientific reasoning skills: A case study of a microcomputer-based curriculum. School Science and Mathematics, 89(1), 272–284.

    Article  Google Scholar 

  • Friedler, Y., Nachmias, R., & Linn, M. C. (1990). Learning scientific reasoning skills in microcomputer-based laboratories. Journal of Research in Science Teaching, 27(2), 173–192.

    Article  Google Scholar 

  • Gengarelly, L. M., & Abrams, E. D. (2009). Closing the gap: Inquiry in research and the secondary science classroom. Journal of Science Education and Technology, 18(1), 74–84.

    Article  Google Scholar 

  • Hannafin, R. D., & Scott, B. N. (2001). Teaching and learning with dynamic geometry programs in student-centered learning environments: A mixed method inquiry. Computers in the Schools, 17, 121–141.

    Article  Google Scholar 

  • Hill, J. R., & Hannafin, M. J. (2001). Teaching and learning in digital environments: The resurgence of resource based learning. Educational Technology Research and Development, 49(3), 37–52.

    Article  Google Scholar 

  • Hodson, D. (1988). Toward a philosophically more valid science curriculum. Science Education, 72(1), 19–40.

    Article  Google Scholar 

  • Kim, M. C., Hannafin, M. J., & Bryan, L. A. (2007). Technology-enhanced inquiry tools in science education: An emerging pedagogical framework for classroom practice. Science Education, 91(6), 1010–1030.

    Article  Google Scholar 

  • Krusberg, Z. A. C. (2007). Emerging technologies in physics education. Journal of Science Education and Technology, 16(5), 401–411.

    Article  Google Scholar 

  • Lim, B. R. (2004). Challenges and issues in designing inquiry on the web. British Journal of Educational Technology, 35(5), 627–643.

    Article  Google Scholar 

  • Maor, D., & Fraser, B. J. (1996). The development and use of a classroom instrument in the evaluation of inquiry-based computer-assisted learning. International Journal of Science Education, 18, 401–421.

    Article  Google Scholar 

  • McRobbie, C. M., & Thomas, G. P. (2000). Epistemological and contextual issues in the use of microcomputer-based laboratories in a Year 11 Chemistry classroom. Journal of Computers in Mathematics and Science Teaching, 19(2), 137–160.

    Google Scholar 

  • Mistler-Jackson, M., & Songer, N. B. (2000). Student motivation and internet technology: Are students empowered to learn science? Journal of Research in Science Teaching, 37(5), 459–479.

    Article  Google Scholar 

  • Nakhleh, M. B., & Krajcik, J. S. (1994). The effect of level of information as presented by different technologies on students’ understanding of acid, base and pH concepts. Journal of Research in Science Teaching, 31(10), 1077–1096.

    Article  Google Scholar 

  • National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.

    Google Scholar 

  • National Research Council. (2000). National science education standards. Washington, DC: National Academy Press.

    Google Scholar 

  • Olson, S., & Loucks-Horsley, S. (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington, DC: National Academy Press.

    Google Scholar 

  • Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts & P. R. Pintrich (Eds.), Handbook of self-regulation (pp. 13–39). San Diego: Academic.

    Google Scholar 

  • Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13(3), 337–386.

    Article  Google Scholar 

  • Reiser, B. J. (2004). Scaffolding complex learning: The mechanisms of structuring and problematizing student work. The Journal of the Learning Sciences, 13(3), 273–304.

    Article  Google Scholar 

  • Schwartz, R. S., & Crawford, B. A. (2006). Authentic scientific inquiry as context for teaching nature of science: Identifying critical elements for success. In L. B. Flick & N. G. Lederman (Eds.), Scientific inquiry and nature of science: Implications for teaching, learning, and teacher education (pp. 331–355). Dordrecht: Springer.

    Google Scholar 

  • Settlage, J. (1995). Children’s conceptions of light in the context of a technology-based curriculum. Science Education, 79(5), 535–553.

    Article  Google Scholar 

  • Sokoloff, D. R., & Thornton, R. K. (1997). Using interactive lecture demonstrations to create an active learning environment. The Physics Teacher, 35, 340–346.

    Article  Google Scholar 

  • Songer, N. B. (1998). Can technology bring students closer to science? In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education (pp. 333–347). Dordrecht: Kluwer.

    Google Scholar 

  • Thornton, R. K., & Sokoloff, D. R. (1990). Learning motion concepts using real-time microcomputer-based laboratory tools. American Journal of Physics, 58, 858–866.

    Article  Google Scholar 

  • Tytler, R. (1992). Independent research projects in school science: Case studies of autonomous behavior. International Journal of Science Education, 14, 393–411.

    Article  Google Scholar 

  • van der Valk, T., & de Jong, O. (2009). Scaffolding science teachers in open-inquiry teaching. International Journal of Science Education, 31(6), 829–850.

    Article  Google Scholar 

  • Waight, N., & Abd-El-Khalick, F. (2007). The impact of technology on the enactment of “inquiry” in a technology enthusiast’s sixth grade science classroom. Journal of Research in Science Teaching, 44(1), 154–182.

    Article  Google Scholar 

  • Winters, F. I., Greene, J. A., & Costich, C. M. (2008). Self-regulation of learning within computer-based learning environments: A critical analysis. Educational Psychology Review, 20, 429–444.

    Article  Google Scholar 

  • Wong, S. L., Hodson, D., Kwan, J., & Yung, B. H. W. (2008). Turning crisis into opportunity: Enhancing student-teachers’ understanding of nature of science and scientific inquiry through a case study of the scientific research in severe acute respiratory syndrome. International Journal of Science Education, 30(11), 1417–1439.

    Article  Google Scholar 

  • Zimmerman, B. J., & Tsikalas, K. E. (2005). Can computer-based learning environments (CBLEs) be used as self-regulatory tools to enhance learning? Educational Psychologist, 40(4), 267–271.

    Article  Google Scholar 

  • Zion, M. (2006). On line forums as a “rescue net” in an open inquiry process. International Journal of Science and Mathematics Education, 6(2), 351–375.

    Article  Google Scholar 

  • Zion, M., & Sadeh, I. (2007). Curiosity and open inquiry learning. Journal of Biological Education, 41(4), 162–168.

    Article  Google Scholar 

  • Zion, M., & Slezak, M. (2005). It takes two to tango: In dynamic inquiry, the self-directed student acts in association with the facilitating teacher. Teaching and Teacher Education, 21, 875–894.

    Article  Google Scholar 

  • Zion, M., Shapira, D., Slezak, M., Link, E., Bashan, N., Brumer, M., et al. (2004). Biomind – A new biology curriculum that enables authentic inquiry learning. Journal of Biological Education, 38(2), 59–67.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Division of Science, Mathematics, and Technology Education, Faculty of Education, Khon Kaen University, Khon Kaen, Thailand

    Niwat Srisawasdi

Authors
  1. Niwat Srisawasdi
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Niwat Srisawasdi .

Editor information

Editors and Affiliations

  1. , Natural Sciences & Science Education, National Institute of Education, Nanyang Walk 1, Singapore, 637616, Singapore

    Kim Chwee Daniel Tan

  2. , Dept of Curriculum and Instruction, University of Victoria, Victoria, V8W 2Y2, British Columbia, Canada

    Mijung Kim

Rights and permissions

Reprints and permissions

Copyright information

© 2012 Springer Science+Business Media B.V.

About this chapter

Cite this chapter

Srisawasdi, N. (2012). Introducing Students to Authentic Inquiry Investigation Using an Artificial Olfactory System. In: Tan, K., Kim, M. (eds) Issues and Challenges in Science Education Research. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-3980-2_7

Download citation

Publish with us

Policies and ethics

Search

Navigation