Made available in DSpace on 2014-06-11T19:24:57Z (GMT). No. of bitstreams: 0 Previous issue date: 2005Bitstream added on 2014-06-13T20:13:28Z : No. of bitstreams: 1 silva_kcd_me_mar.pdf: 699244 bytes, checksum: 43e2eb60d30fb9f2280c69f37e6a5b83 (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / A presente pesquisa teve por objetivo identificar a percepção que os professores responsáveis pela disciplina de Metodologia Para o Ensino de Ciências têm ao ministrar suas aulas no Curso de Pedagogia e a concepção dos alunos de 3.º e 4.º anos desse curso, quanto ao oferecimento de tal disciplina para a formação do professor de Ciências nas séries iniciais do Ensino Fundamental. A metodologia escolhida foi o estudo de caso, tendo como abordagem a pesquisa quanti-qualitativa. Os dados foram coletados em três etapas: na primeira, aplicaram-se os questionários aos grupos de graduandos de cinco universidades, três públicas e duas particulares; na segunda etapa, um aluno de cada instituição foi entrevistado, tendo em vista que esses alunos já ministram ou ministraram aulas de Ciências no Ensino Fundamental; na terceira etapa, os entrevistados foram os professores universitários, um de cada instituição pesquisada, e responsáveis por disciplinas correspondentes à de Metodologia Para o Ensino de Ciências. Em seguida, os dados foram analisados e sintetizados em quadros de classe e subclasse de conteúdos para, assim, fornecer um eixo facilitador de análise, de resultados e discussões chegando à conclusão de que a pesquisa pedagógica oferece um norte para se pensar mais efetivamente na formação inicial do professor, principalmente no que tange às práticas diferenciadas em sua formação, bem como ao interesse pelo ensino e grau de importância a ele dado. / The present research has aimed to identify the subject Methodology for Science Teaching, responsible teachers' perception have on teaching their classes in the Course of Pedagogy and the 3rd and 4th graders conception in these courses, as for the offer of such subject for the Science teacher graduation in the very beginning of the Elementary course (grades) levels. The Methodology chosen here was a subject study having the qualitative research as an approach, without excluding the quantitative research, though. The data were collected in three steps: at first it was made some questionaries to the graduating groups of five universities, in which three of then are public and two are private focusing: the satisfaction with the preparation to teach Science, the Pedagogic Practice and the Science teaching; in the second step, one student from each Institution was interviewed, being aware that those students had taught or were teaching Elementary Science classes, the semi-structured interview focus is aiming the existence or lack of articulation between theory and practice, as for the importance and preparation for the subject teaching; in the third step, the interviewed ones were university professors, also one from each researched Institution and who were the responsible ones for the subject of methodology for Science teaching or similar ones as a subject with the same objective. Then, the data were analyzed and summarized into classes and sub-classes of contents made easier through analysis so to furnish a connection of results and discussions coming to a conclusion that the Pedagogic research offers an orientation to think more effectively in the very first teacher's education, mainly about the different practices in their education as for the teaching interest and how much importance was given to it.

Philosophiae Doctor - PhD / The basic premise of this study was that when a learner is confronted with two contradictory explanations of the same phenomenon, there is cognitive dissonance in the learner as the learner tries to determine which of the two explanations is correct. An argumentation-based instructional intervention programme (ABIIP) was created for and used on and by the Grade 10 learners in order to attempt to ameliorate this cognitive conflict. The purpose of this study was to determine the relative impact of that intervention programme on Grade 10 learners’ conceptions of lightning and thunder. The programme was designed to help learners to develop argumentative skills and use the acquired skills to negotiate and harmonise divergent and conflicting explanations of the nature of lightning and thunder that are propounded by different worldviews (Science and indigenous knowledge).

The objective of this research is to explore the perceptions of UCF Upward Bound Program participants using focus groups and pre-posttest surveys in order to assess students' level of understanding of Science, Technology, Engineering, and Mathematics (STEM) related coursework, secondary education preparation in science and mathematics, and their perceptions of barriers to a STEM college education. Also, this study centers on the summer 2010 science and mathematics residential portion of the Upward Bound Program. Program outcomes and effectiveness were evaluated based on the change in student insight of the Upward Bound Program's stake in their secondary education. In addition, pre-posttest measures and interviews allowed a greater understanding of teacher and parent involvement in high school coursework success. Factors that involve self-efficacy, same or other group orientation and perceptions of student college environment were also analyzed. This research facilitated the understanding of first generation, low income and multicultural student's perceptions and what they view as a benefit or a hindrance to entering and successfully completing degrees in post-secondary institutions, specifically in STEM-related disciplines.

Since the 1980’s, education had to face various challenges such as new technologies, new ways of information gathering but also a reconsideration of conventional educational approaches. As a result, more emphasis has been placed on laboratory work in school science. In many industry nations, this trend was likewise bolstered by unexpected poor results in international comparative assessments (e.g. PISA, TIMSS), as well as students’ poor perception of science and, in relation to that, negative effects on career choices. To combat this growing trend, in Germany many out-of-school science laboratories were established in the recent years to foster interest in science. However, despite their positive temporary effects, approaches to increase effects or to develop long term positive changes are in demand. This research investigates how the out-of-school laboratory effects are affected by a preparation and post enhancement based upon previous studies. Therefore, an online portal was developed which provided cognitive and affective content in order to prepare and post enhance students for their visit in an out-of-school laboratory. The research-based study was aimed at students from grade 10 of lower and upper secondary level who perform one-day experimental activities at the out-of-school laboratory located at the Helmholtz-Zentrum Dresden-Rossendorf research center. In doing so, a comparative analysis was conducted between students who used the online portal and control group members who just regularly visited the laboratory without a special preparation or post enhancement. The evaluation follows a pre, post, and follow-up approach. Based on the results of this research, it could be confirmed that the online portal, as a tool to prepare and post enhance students, had a significant impact. Moreso, students’ situational interest was positively promoted through the online portal. This also applied for related features, like students’ self-concept as well as their perceptions of the out-of-school laboratory environment and even slight effects on their individual interest. As it turned out regarding the desired situational interest, females benefitted most. However, again most results suggest that evoked effects diminish over time. Even though this likely can be traced back to the characteristics of the post enhancement of the online portal, outcomes regarding students’ interest in science and a career in physics indicate the post enhancement’s ability to ensure sustainability. Within the sample three classes were identified based on their interests. Accordingly, for all classes’ members the portal fosters their situational interest. This especially applies for less scientific interested students. Assessments on the portal’s perception by the students revealed a high degree of willingness to prepare for the laboratory visit and to spend the time required. A large majority appreciated the online portal for their laboratory work. An extended preparation, like presented in this study, is still regarded as acceptable to the students. Nevertheless, a compulsory preparation and post enhancement is highly recommended. On the whole, it can be concluded that the online portal respectively a preparation and post enhancement is beneficial for activities out-of-school. / Anfang der 1980er-Jahre ergaben sich im Bildungssektor eine Reihe von Herausforderungen, die im Zusammenhang mit neuen Technologien, neuen Wegen des Informationsaustausches, aber auch des Hinterfragens traditioneller Bildungsansätze standen. Im Ergebnis dessen kam der experimentellen Arbeit im naturwissenschaftlichen Unterricht eine stärkere Rolle zu. Unerwartet schwache Ergebnisse internationaler Vergleichsstudien (z.B. PISA, TIMSS) sowie ein schlechtes Image der Naturwissenschaften und damit einhergehende negative Auswirkungen auf die Kurs- und Berufswahl verstärkten diesen Trend in vielen Industrienationen. Vor diesem Hintergrund und mit dem Ziel, Interesse an Naturwissenschaften zu fördern, wurden in Deutschland in den vergangenen Jahren zahlreiche Schülerlabore etabliert. Trotz der Tatsache, dass die Einrichtungen positive Effekte erzielen, sind diese teilweise gering oder schwächen mit der Zeit ab. Wie bisherige Studien vermuten lassen, scheint die Vor- und Nachbereitung von Veranstaltungen im Schülerlabor eine Lösung hierfür zu bieten. Anhand der vorgestellten Studie soll dies untersucht werden. In diesem Zusammenhang wurde ein Online-Portal für Schülerinnen und Schüler entwickelt. Basierend auf kognitiven und affektiven Inhalten bietet es Teilnehmern die Möglichkeit, ihren Schülerlaborbesuch vor- und nachzubereiten. Die Studie richtete sich an Schüler ab der 10. Klasse der Sekundarstufe 1 und 2, die einen Experimentiertag im Schülerlabor DeltaX am Helmholtz-Zentrum Dresden-Rossendorf absolvierten. Dabei wurden in Form einer Vergleichsstudie Teilnehmer mit und ohne Nutzung des Online-Portals gegenübergestellt. Die entsprechenden Daten der Untersuchung wurden durch eine Fragebogenerhebung im Pre-Post-Follow-up-Design erhoben. Die Ergebnisse der Studie bestätigen den signifikanten Einfluss des Online-Portals. So zeigen sich durchaus positive Effekte hinsichtlich der Entwicklung des aktuellen Interesses der Schülerinnen und Schüler. Gleiches gilt auch im Hinblick auf verwandte Konstrukte wie das Fähigkeitsselbstkonzept, die wahrgenommenen Merkmale der Laborumgebung und auch abgeschwächt für dispositionale Interessen. Bezogen auf die angestrebte Förderung des aktuellen Interesses zeigte sich, dass vor allem Schülerinnen profitieren. Allerdings ließ sich für die meisten der hervorgerufenen Effekte ein Absinken im Verlauf der Zeit erkennen. Möglicherweise ist das auf die Umsetzung der Nachbereitung im Rahmen des Online-Portals zurückzuführen. Die Ergebnisse lassen die Vermutung zu, dass die Nachbereitung bezüglich des Interesses an Naturwissenschaften und an einem physikalischen Beruf das Potenzial besitzt, mehr Nachhaltigkeit hervorzurufen. Um Vorinteressen der Teilnehmer zu berücksichtigen, konnten drei unterschiedliche naturwissenschaftliche Interessensklassen identifiziert werden. Es stellte sich heraus, dass die Entwicklung des aktuellen Interesses aller drei Interessenklassen durch das Online-Portal gefördert wird. Dies gilt vor allem für die gering naturwissenschaftlich interessierten Schülerinnen und Schüler. Untersuchungen, die sich auf das Online-Portal selbst bezogen, offenbarten zum einen ein hohes Maß an Bereitschaft, sich auch mit dem dafür notwendigen zeitlichen Aufwand auf den Experimentiertag im Schülerlabor vorzubereiten. Zum anderen schätzt die breite Mehrheit der Teilnehmer das Online-Portal für ihre Arbeit im Schülerlabor. Selbst eine umfangreichere Vorbereitung wird von den Schülerinnen und Schülern als akzeptabel betrachtet. Es wird dennoch dazu geraten, die Vor- und Nachbereitung obligatorisch durchzuführen. Insgesamt zeigen die Ergebnisse dieser Studie den positiven Einfluss des Online-Portals bzw. der Vor- und Nachbereitung auf außerschulische Aktivitäten.

Doctor of Philosophy / Department of Curriculum and Instruction / Kay Ann Taylor / This qualitative case study investigated the teaching strategies that improve science learning of African American students. This research study further sought the extent the identified teaching strategies that are used to improve African American science learning reflect culturally responsive teaching. Best teaching strategies and culturally responsive teaching have been researched, but there has been minimal research on the impact that both have on science learning, with an emphasis on the African American population. Consequently, the Black-White achievement gap in science persists. The findings revealed the following teaching strategies have a positive impact on African American science learning: (a) lecture-discussion, (b) notetaking, (c) reading strategies, (d) graphic organizers, (e) hands-on activities, (f) laboratory experiences, and (g) cooperative learning. Culturally responsive teaching strategies were evident in the seventh-grade science classrooms observed. Seven themes emerged from this research data: (1) The participating teachers based their research-based teaching strategies used in the classroom on all of the students’ learning styles, abilities, attitudes towards science, and motivational levels about learning science, with no emphasis on the African American student population; (2) The participating teachers taught the state content standards simultaneously using the same instructional model daily, incorporating other content areas when possible; (3) The participating African American students believed their seventh-grade science teachers used a variety of teaching strategies to ensure science learning took place, that science learning was fun, and that science learning was engaging; (4) The participating African American students genuinely liked their teacher; (5) The participating African American students revealed high self-efficacy; (6) The African American student participants’ parents value education and moved to Success Middle School district for better educational opportunities; and (7) Teachers were not familiar with the term “culturally responsive teaching,” but there was evidence that several aspects of it were present in the seventh-grade science classroom environment. Critical Race Theory (CRT) was the framework for analysis and interpretation of this research study. The findings support the following tenets of CRT: (a) racism is normal, (b) interest-convergence or colorblindness, (c) contextual-historical analysis, (d) storytelling or counterstorytelling, and (e) social transformation. These findings indicate that racial inequalities remain an issue in the underachievement of African Americans and may be the solution to improving science learning of African Americans. The outcome of this study contributes to the limited research on utilizing culturally responsive teaching along with best teaching strategies to improve academic achievement of African American students, and CRT exposes the issues that contribute to the Black-White achievement gap in science widening.

This dissertation is an empirical study of the scientific literacy of 28 young adults (aged 18-26 years) in the context of their decision making about the health risks of mobile phones. The issue of possible health effects is one of a number of socioscientific issues now confronting adults in the 'knowledge/risk' society where scientific knowledge plays an increasingly significant role in people's lives. The focus of interest is the young people's responses to the uncertain science of 'science in the making' (Latour, 1987) and their positioning of this scientific knowledge in their risk assessments. The study is based on an interactive model of the public understanding of science and applies a critical realist and moderate social constructionist methodology. Data construction included focus groups and semi-structured individual interviews. The stimulus for discussion in the focus groups was a recent television news report presenting contradictory scientific research findings about whether mobile phones pose significant health risks. In the individual interviews understanding of the nature of science and risk judgments were explored. Data analysis involved a coding of the discourse in terms of themes and issues and interpretation of these in terms of the theoretical framework of the thesis. A major finding was that these young people interpreted the uncertainty of the scientific knowledge mainly in social terms and with limited understanding of the role of theory in interpreting data. They talked spontaneously of risk but did not draw on scientific knowledge or risk estimates in their judgment about mobile phone safety. Findings have important implications for science education and suggest a broadened conception of scientific literacy which includes critical dimensions and risk literacy. It is argued that this functional scientific literacy is essential for effective citizenship in contemporary society.

In this thesis, we assume a pan-European issue of the decline of interest in science and science education. In connection with this issue we conducted a literature search. We have also mapped the literature related to the issue of education research in the Czech Republic and the rest of the world. In an effort to increase pupils' interest, increase enthusiasm for science, we deal with activation teaching methods that compare with frontal teaching. As a motivational method we chose a research method of teaching. We prepared a lesson, which we tested among pupils of secondary school. In this work we watched 16 hours in 6 classes. Those lectures were inquiry and frontal way led. The results are presented in the practical part of this thesis. During lectures we wanted to stimulate students' interest in science and science research. Keywords academic instruction, frontal teaching, science education, cooperation, sensors Pasco, microscope, pupil, elementary school, Key Competencies

Since the 1980’s, education had to face various challenges such as new technologies, new ways of information gathering but also a reconsideration of conventional educational approaches. As a result, more emphasis has been placed on laboratory work in school science. In many industry nations, this trend was likewise bolstered by unexpected poor results in international comparative assessments (e.g. PISA, TIMSS), as well as students’ poor perception of science and, in relation to that, negative effects on career choices. To combat this growing trend, in Germany many out-of-school science laboratories were established in the recent years to foster interest in science. However, despite their positive temporary effects, approaches to increase effects or to develop long term positive changes are in demand. This research investigates how the out-of-school laboratory effects are affected by a preparation and post enhancement based upon previous studies. Therefore, an online portal was developed which provided cognitive and affective content in order to prepare and post enhance students for their visit in an out-of-school laboratory. The research-based study was aimed at students from grade 10 of lower and upper secondary level who perform one-day experimental activities at the out-of-school laboratory located at the Helmholtz-Zentrum Dresden-Rossendorf research center. In doing so, a comparative analysis was conducted between students who used the online portal and control group members who just regularly visited the laboratory without a special preparation or post enhancement. The evaluation follows a pre, post, and follow-up approach. Based on the results of this research, it could be confirmed that the online portal, as a tool to prepare and post enhance students, had a significant impact. Moreso, students’ situational interest was positively promoted through the online portal. This also applied for related features, like students’ self-concept as well as their perceptions of the out-of-school laboratory environment and even slight effects on their individual interest. As it turned out regarding the desired situational interest, females benefitted most. However, again most results suggest that evoked effects diminish over time. Even though this likely can be traced back to the characteristics of the post enhancement of the online portal, outcomes regarding students’ interest in science and a career in physics indicate the post enhancement’s ability to ensure sustainability. Within the sample three classes were identified based on their interests. Accordingly, for all classes’ members the portal fosters their situational interest. This especially applies for less scientific interested students. Assessments on the portal’s perception by the students revealed a high degree of willingness to prepare for the laboratory visit and to spend the time required. A large majority appreciated the online portal for their laboratory work. An extended preparation, like presented in this study, is still regarded as acceptable to the students. Nevertheless, a compulsory preparation and post enhancement is highly recommended. On the whole, it can be concluded that the online portal respectively a preparation and post enhancement is beneficial for activities out-of-school.:1. Science, Education, & Society 2. Out-of-school laboratories 3. Out-of-school science education 4. Applied educational psychological concepts 5. Studies on out-of-school science laboratories 6. Research Questions and Hypotheses 7. Methods 8. The Study 9. Statistics 10. Determination of the student groups 11. Verification of the hypothesis 12. Investigations on the online portal 13. Discussion 14. Summary 15. Limitations of the study 16. Implications and recommendations / Anfang der 1980er-Jahre ergaben sich im Bildungssektor eine Reihe von Herausforderungen, die im Zusammenhang mit neuen Technologien, neuen Wegen des Informationsaustausches, aber auch des Hinterfragens traditioneller Bildungsansätze standen. Im Ergebnis dessen kam der experimentellen Arbeit im naturwissenschaftlichen Unterricht eine stärkere Rolle zu. Unerwartet schwache Ergebnisse internationaler Vergleichsstudien (z.B. PISA, TIMSS) sowie ein schlechtes Image der Naturwissenschaften und damit einhergehende negative Auswirkungen auf die Kurs- und Berufswahl verstärkten diesen Trend in vielen Industrienationen. Vor diesem Hintergrund und mit dem Ziel, Interesse an Naturwissenschaften zu fördern, wurden in Deutschland in den vergangenen Jahren zahlreiche Schülerlabore etabliert. Trotz der Tatsache, dass die Einrichtungen positive Effekte erzielen, sind diese teilweise gering oder schwächen mit der Zeit ab. Wie bisherige Studien vermuten lassen, scheint die Vor- und Nachbereitung von Veranstaltungen im Schülerlabor eine Lösung hierfür zu bieten. Anhand der vorgestellten Studie soll dies untersucht werden. In diesem Zusammenhang wurde ein Online-Portal für Schülerinnen und Schüler entwickelt. Basierend auf kognitiven und affektiven Inhalten bietet es Teilnehmern die Möglichkeit, ihren Schülerlaborbesuch vor- und nachzubereiten. Die Studie richtete sich an Schüler ab der 10. Klasse der Sekundarstufe 1 und 2, die einen Experimentiertag im Schülerlabor DeltaX am Helmholtz-Zentrum Dresden-Rossendorf absolvierten. Dabei wurden in Form einer Vergleichsstudie Teilnehmer mit und ohne Nutzung des Online-Portals gegenübergestellt. Die entsprechenden Daten der Untersuchung wurden durch eine Fragebogenerhebung im Pre-Post-Follow-up-Design erhoben. Die Ergebnisse der Studie bestätigen den signifikanten Einfluss des Online-Portals. So zeigen sich durchaus positive Effekte hinsichtlich der Entwicklung des aktuellen Interesses der Schülerinnen und Schüler. Gleiches gilt auch im Hinblick auf verwandte Konstrukte wie das Fähigkeitsselbstkonzept, die wahrgenommenen Merkmale der Laborumgebung und auch abgeschwächt für dispositionale Interessen. Bezogen auf die angestrebte Förderung des aktuellen Interesses zeigte sich, dass vor allem Schülerinnen profitieren. Allerdings ließ sich für die meisten der hervorgerufenen Effekte ein Absinken im Verlauf der Zeit erkennen. Möglicherweise ist das auf die Umsetzung der Nachbereitung im Rahmen des Online-Portals zurückzuführen. Die Ergebnisse lassen die Vermutung zu, dass die Nachbereitung bezüglich des Interesses an Naturwissenschaften und an einem physikalischen Beruf das Potenzial besitzt, mehr Nachhaltigkeit hervorzurufen. Um Vorinteressen der Teilnehmer zu berücksichtigen, konnten drei unterschiedliche naturwissenschaftliche Interessensklassen identifiziert werden. Es stellte sich heraus, dass die Entwicklung des aktuellen Interesses aller drei Interessenklassen durch das Online-Portal gefördert wird. Dies gilt vor allem für die gering naturwissenschaftlich interessierten Schülerinnen und Schüler. Untersuchungen, die sich auf das Online-Portal selbst bezogen, offenbarten zum einen ein hohes Maß an Bereitschaft, sich auch mit dem dafür notwendigen zeitlichen Aufwand auf den Experimentiertag im Schülerlabor vorzubereiten. Zum anderen schätzt die breite Mehrheit der Teilnehmer das Online-Portal für ihre Arbeit im Schülerlabor. Selbst eine umfangreichere Vorbereitung wird von den Schülerinnen und Schülern als akzeptabel betrachtet. Es wird dennoch dazu geraten, die Vor- und Nachbereitung obligatorisch durchzuführen. Insgesamt zeigen die Ergebnisse dieser Studie den positiven Einfluss des Online-Portals bzw. der Vor- und Nachbereitung auf außerschulische Aktivitäten.:1. Science, Education, & Society 2. Out-of-school laboratories 3. Out-of-school science education 4. Applied educational psychological concepts 5. Studies on out-of-school science laboratories 6. Research Questions and Hypotheses 7. Methods 8. The Study 9. Statistics 10. Determination of the student groups 11. Verification of the hypothesis 12. Investigations on the online portal 13. Discussion 14. Summary 15. Limitations of the study 16. Implications and recommendations

No description available.

Le mémoire vise à proposer une épistémologie pragmatique de la science scolaire à l’école primaire. Un défaut de compréhension de la nature de la science pourrait en effet justifier en partie les difficultés de l'enseignement des sciences par démarche d'investigation. Une étude des représentations de la science chez les enseignants et futurs enseignants confirme qu’ils n‘en ont pour la plupart qu‘une vision assez floue, relevant majoritairement d'une forme d'empirisme naïf. Un jeu opératoire de critères de scientificité adapté au contexte de l’école est développé dans une approche "bottom-up" partant des pratiques de classe effectives. Sa capacité à discriminer pratiques scientifiques et non scientifiques est discutée, de même que les implications didactiques et épistémologiques de son utilisation. Il est en particulier possible d‘en déduire des définitions évolutives d‘une science scolaire normative mais subsidiaire par rapport à la “science des scientifiques”. Cet outil épistémologique s’avère bien reçu par les enseignants auxquels il a été présenté. Le test en situation de différentes stratégies pédagogiques fait apparaître que les plus efficaces pour l'appropriation de critères de scientificité ajoutent à la démarche d’investigation une composante épistémologique explicite. Certains éléments de méthode scientifique peuvent être travaillés dès la Grande Section de maternelle (5-6 ans) : des élèves ayant vécu des démarches d’investigation s’avèrent capables de revendiquer la primauté de l’expérience, mais aussi de mettre en œuvre des tests relatifs à plusieurs critères de scientificité et de s‘approprier les rudiments de la modélisation scientifique. / The purpose of this thesis is to propose a pragmatic epistemology of school science in primary school. Indeed, some of the difficulties encountered by inquiry-based science education may be attributed to a lack of understanding of the very nature of science. A survey on the perception of science by incumbent teachers and teachers in training confirms that most of them have a relatively vague vision grounded in a form of naive empiricism. A practical set of criteria of scientificity adapted to the school context is developed through a “bottom-up” approach based on actual classroom practices. Its efficiency at discriminating scientific and non-scientific practices is discussed, as well as the didactical and epistemological implications of its use. It is thus possible to deduce evolutive definitions of a school science that is normative yet subordinated to the “science of scientists”. Teachers responded positively to this epistemological tool when it was presented to them. Among the different teaching strategies tested in a classroom, the most efficient for the acquisition of criteria of scientificity were those which supplemented the inquiry process with an explicit epistemological component. Some elements of scientific method can be introduced as early as kindergarten (5-6 y.o) : after experimenting with inquiry processes, pupils have proved able not only to claim the primacy of experiment but also to run tests related to different criteria of scientificity and acquire the basics of scientific modeling.