As escolas de ensino médio vem mantendo um ensino de Biologia de forma bastante teórica e pouco ligada a realidade do mundo que cerca o aluno. Atualmente espera-se que um aluno que saia do ensino médio atuando com autonomia, lidando com as informações e fazendo uso dos conhecimentos adquiridos na escola, como já é esclarecido nos Parâmetros Curriculares Nacionais (PCNs). Assim, usar metodologias que envolvam o Ensino de Biologia baseado na investigação pode dar ao aluno uma nova forma de pensar, uma oportunidade de construir o próprio conhecimento. Na educação baseada na investigação, existem três fatores de extrema importância a serem investigados: a motivação dos alunos em aprenderem e participarem das mais diversas atividades em aula, a emoção despertada nos alunos em relação às aulas e ao ambiente da escola e a ideia e concepção de Ciência que eles desenvolvem ao longo do seu período escolar. Esta dissertação relata um estudo onde foram utilizadas escalas para avaliar a emoção e a motivação dos alunos, além de um questionário que avaliou a concepção de Ciências deles, antes e depois da realização de atividades que envolviam o ensino por investigação. Em um primeiro momento, os dados gerados mostraram que havia pouca variação na emoção e motivação dos alunos antes e depois das atividades investigativas, porém, em relação à concepção de Ciências deles, a mudança foi surpreendente. Em um segundo momento foram analisados os discursos dos alunos ao longo do desenvolvimento das atividades investigativas, dessa análise apresentou-se dados que através de referenciais teóricos ligados a aprendizagem significativa demonstraram a relevância do uso de atividades que envolvam investigação na sala de aula. Assim, investigar a interferência do uso de metodologias que envolvam o ensino baseado na investigação na motivação, na emoção e na concepção de Ciência dos alunos do ensino médio, destaca a importância de estudos em ambientes educativos não tradicionais, que privilegiam oportunidades para que os alunos desenvolvam entendimento, expressem suas emoções, e que possam construir significado a partir de aplicações no mundo real. / The high school has maintained a teaching of Biology fairly theoretical and somewhat connected to reality of the world that surrounds the students. Currently it is expected that a student coming out of high school acting with autonomy, dealing with information and making use of the knowledge acquired in school, as is made clear in National Curricular Parameters (PCN). Thus, using methodologies that involve the inquiry-based learning can give the student a new way of thinking, an opportunity to build their own knowledge. In inquiry-based education, there are three very important factors to be investigated: motivation of students to learn and participate in various activities in the classroom, the emotion aroused in students in relation to school and the school environment and the idea and design of science they develop throughout their school years. This paper reports a study which scales to assess the excitement and motivation of students were used, plus a questionnaire that assessed the concept of Science of them before and after the completion of activities involving inquiry-based learning. At first, the data generated showed that there was little variation in emotion and motivation of students before and after the investigative activities, however, on the concept of Science of them, the change was amazing. In a second step the speeches of the students were analyzed during the development of investigative activities, this analysis presented data through theoretical frameworks linked to meaningful learning demonstrated the relevance of using activities involving research in the classroom. Thus, to investigate the interference of methodologies involving inquiry-based learning in motivation, emotion and concept of Science of high school students, highlights the importance of studies in none-traditional educational environments that emphasize opportunities for students develop understanding, express emotions, and they can construct meaning from realworld applications.

I denna studie var syftet att ta reda på vilka faktorer som enligt tidigare forskninginverkar på elevers lärande vid utförandet av systematiska undersökningar i NOundervisningen,med ett särskilt fokus på förmågan att genomföra systematiskaundersökningar. Frågeställningen har besvarats genom en systematisklitteraturstudie där tidigare forskning på området har analyserats och diskuterats.Databaserna Eric (Ebsco), Summon, NorDiNa och avhandlingar.se har använts föratt hitta relevant litteratur som har avgränsats till vetenskapliga artiklar,avhandlingar och licentiatuppsatser. Efter kvalitetsgranskning och genomläsningav de utvalda texterna har gemensamma teman utkristalliserats och texterna hardärefter diskuterats och jämförts med varandra. Resultatet visade att faktorer somatt uppmärksamma elevers intresse, låta dem använda sina tidigare erfarenheter isitt lärande och att ha en medveten och tydlig kommunikation är viktiga förelevernas kunskapsinhämtning vid systematiska undersökningar. Andra viktigafaktorer som studiens resultat visade var att en varierad frihetsgrad ochsvårighetsgrad vid laborationer samt att ge eleverna möjlighet att inte bara utföraegna undersökningar utan även få kritiskt granska, jämföra och bedömatillförlitlighet hos andra forskningsresultat är viktig för att eleverna ska fåmöjlighet att utveckla förmågan att genomföra systematiska undersökningar. / <p>so</p>

This research study has emerged as a result of my concern regarding the apparent low self-efficacy amongst initial teacher education students in my mathematics education classes. It also reflects a reported renewed interest in values, and the promotion of excellence in education. The effects of a values-based approach to mathematics education towards improving students’ self-efficacy and promoting excellence have been investigated, grounded within my ontology of excellence in mathematics education, which incorporates the values of respect, fairness, accountability, honesty and compassion. An inquiry-based teaching and learning approach formed the framework within which the study took place. Notions of ‘new scholarship’, premised on the view that teaching is about engagement in participatory learning, and the development of communities of creative students, provided the theoretical framework. Both quantitative and qualitative data gathering methods were used. Data-collection tools included affective-disposition statements, interviews, journal entries, as well as a video recording of a mathematics education lesson. The quantitative and qualitative data generated suggest improved levels of self-efficacy amongst the students who participated in the study. The data also suggest that a valuesbased approach to teaching can be used as an effective approach by mathematics teachers – and mathematics teacher educators – for the purpose of promoting the pursuit of excellence. As teacher education worldwide is currently characterised by a lack of vitality in teacher preparation (Grossman, 2008), the findings of this study should provide insights for teacher educators, teachers and policy makers who wish to promote mathematics self-efficacy, excellence and facilitate enhanced vitality within the teaching profession.

Despite the positive outcomes for inquiry-based science education and recommendations from national and state standards, many teachers continue to rely upon more traditional methods of instruction This causal-comparative study was designed to determine the effects of the Inquiry Institute, a professional development program that is intended to strengthen science teachers' pedagogical knowledge and provide practice with inquiry methods based from a constructivist approach. This study will provide a understanding of a cause and effect relationship within three levels of the independent variable-length of participation in the Inquiry Institute (zero, three, or six days)-to determine whether or not the three groups differ on the dependent variables-beliefs, implementation, and barriers. Quantitative data were collected with the Science Inquiry Survey, a researcher-developed instrument designed to also ascertain qualitative information with the use of open-ended survey items. One-way ANOVAs were applied to the data to test for a significant difference in the means of the three groups. The findings of this study indicate that lengthier professional development in the Inquiry Institute holds the most benefits for the participants.

Syftet med studien är att öka kunskapen om hur lärare inom årskurs 1 - 3 uppfattar arbetet med skolutvecklingsprogrammet Naturvetenskap och teknik för alla (NTA) inom teknikämnet. Studiens frågeställningar har besvarats genom kvalitativa intervjuer, både enskilda och fokusgrupper, med lärare inom grundskolans lägre åldrar som använder sig av NTA i teknikundervisningen. Resultatet visar att teknikämnets status fortfarande är lågt och att teknik är ett ämne som ofta hamnar i skuggan av andra ämnen. Lärarna menar att NTA bidrar till en högre kvalité på undervisningen då programmet erbjuder en helhetslösning i form av bland annat material, lärarhandledningar och fortbildning. Samtidigt kan lärarna själva välja att anpassa upplägget utifrån sin egen klass och bekvämlighet. Resultatet visar att lärarna väljer att arbeta med NTA på flera olika sätt samt att tekniktemat Testa teknik ofta används på fel sätt. I det stora hela är det tydligt att lärarna är nöjda med skolutvecklingsprogrammet samtidigt som de menar på att det finns viss utvecklingspotential. Avslutningsvis diskuteras resultatet där även teknikundervisningens likvärdighet ifrågasätts kopplat till NTA. / The purpose of this study has been to increase the knowledge of how some teachers in primary school perceive the work with the kit-based programme Naturvetenskap och Teknik för Alla (NTA) in the subject of technology. The main questions of this study have been answered through qualitative interviews, both individual interviews and focus groups, with primary teachers that have been using NTA in their technology education. The results confirm that the technology subject has a low status and is often hidden in the shadows of other subjects. The teachers believe that NTA contributes to a higher teaching quality as the kit-based programme includes a complete material, teacher’s guidance and further training to increase their competence, etc. At the same time, the teachers have a choice how to adapt the ”kit” based on their own convenience and the individuals in their classrooms. The results show that teachers are working with NTA in several different ways and that one of the boxes that includes technology is often used incorrectly. As a conclusion it is clear that the teachers are satisfied with the program, but at the same time there is room for improvement. At the end of this essay the results are discussed, including the equivalence of technology subject that is affected when using the NTA-program.

Läroplanen för gymnasiets Kemi 1 och Kemi 2 förespråkar elevplanerade laboratorieövningar. Men de nuvarande populära kurslitteratur som används för att undervisa Kemi 1 och Kemi 2 beskriver primärt bara elevlaboratorier med fullständiga instruktioner för eleverna att följa. Denna litteraturstudie listar och beskriver 15 undersökande elevaktiviteter för i Kemi 1 och Kemi 2. Beskrivningen fokuserar på elevaktivitet, förutsättningar och läranderesultat. Varje aktivitet hittades i en publicerad referentgranskad artikel. Dessa 15 elevaktiviteter kan sammanlagt användas till undervisning av 11 av de 19 screenade centrala innehåll från läroplanen för Kemi 1 och Kemi 2. / The state prescribed curriculum for the two chemistry courses Kemi 1 and Kemi 2 for Swedish upper secondary school, advocates student planned laboratory exercises. But the current popular course literature book systems used for teaching Kemi 1 and Kemi 2 primarily describe student laboratory exercises with complete step-by-step instructions for the students to follow. This literature study lists and describes 15 inquiry-based learning activities for students attending Kemi 1 and Kemi 2, the descriptions focus on student activity, preconditions, and learning outcome. Each activity was found in a published peer-reviewed article. Combined these 15 student activities can be used for teaching 11 out of the 19 screened core contents listed in the state prescribed curriculum for Kemi 1 and Kemi 2.

The success of inquiry-based learning (IBL) in supporting science literacy can be challenged when students encounter obstacles in the absence of proper support. This research is intended to evaluate the effectiveness of an Oregon public school district's regional science fair coaching program in promoting inquiry skills and positive attitudes toward science in participating high school students. The purpose of this study was to better understand students' perception of program support, obstacles or barriers faced by students, and potential benefits of IBL facilitated by the science fair program. Data included responses to informal and semi-structured interviews, an anonymous survey, a Skills assessment of final project displays, and an in-depth case study on three students' experiences. Results suggest that the science fair program can properly engage participants in authentic IBL. However, when assessing the participant's final project displays, I found that previous fair experience did not significantly increase mean scores as identified by the official Oregon Department of Education (ODE) scoring guides. Based on results from the case study, it is suggested that participants' low science self-concept, poor understanding of inquiry skills, and inability to engage in reflective discourse may reduce students' abilities to truly benefit. Recommendations to address this discrepancy include identifying specific needs of students through a pre–fair survey to develop more targeted support, and providing new opportunities to develop skills associated with science-self concept, understanding of inquiry and reflective discourse. In addition, results suggest that students would benefit from more financial support in the form of grants, and more connections with knowledgeable mentors.

Currently, a debate exists between the strengths and weaknesses of direct and inquiry instruction. Inquiry instruction is related to positive effect on learner motivation whereas supporters of direct instruction point to its ability to adequately support learners’ working memories (Hmelo-Silver, Duncan, & Chinn, 2007; Kirschner, Sweller, & Clark, 2006; Kuhn, 2007; Sweller, 1988). This study examined the possibility of combining the best features of both inquiry and direct instruction by sequencing them together. A two-part lesson on electrical circuits was presented in three separate sequences of instruction to middle school students to determine if differences in student motivation and academic achievement emerge depending on whether a guided inquiry lab followed or preceded direct instruction. Results indicated equal levels of perceived competence by students across all instructional sequences and greater interest/enjoyment and perceived autonomy support when the instructional sequence began with a guided inquiry lesson. No significant differences in achievement were reported among the sequences.

This thesis focuses on a year-long project of implementing active learning in undergraduate dynamics courses at Cal Poly San Luis Obispo from 2012-2013. The purpose is to increase conceptual understanding of critical dynamics concepts and to repair misconceptions of the students. Conceptual understanding in Dynamics is vital to understanding the big picture, building upon previous knowledge, and better understanding the behavior of engineering systems. Through various hands-on activities, students make predictions, test their conceptions, and solve real world problems. These active learning methods allow students to improve their learning of Dynamics concepts. Education research on active learning is present in Physics and Mathematics disciplines, yet is still growing in Engineering. Four Inquiry-Based Learning Activities (IBLAs) and two Model-Eliciting Activities (MEAs) are discussed in this thesis. Inquiry-Based Learning Activities feature student prediction and experimentation in which the physical world acts as the authority. On the other hand, Model-Eliciting-Activities prompt students to solve real world problems and deliver results to a client. From the results, some activities yield an increase in conceptual understanding, as measured by assessment items, while others do not yield a significant increase. These activities not only help to promote conceptual gains, but also to motivate students and offer realistic engineering contexts. In conclusion, the six total IBLA and MEAS will continue in practice and be improved in their implementation. This thesis work will contribute to engineering education research of active learning methods, and improve the undergraduate dynamics curriculum locally at Cal Poly.

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