Engendering Need to Know: Using Problematizing as a Strategy to Foster Inquiry in Science Learning

• In Event: Science Instructional Interventions: Influences on Science Content and Scientific Thinking

Abstract

Previous studies report that narratives work best to scaffold model-based learning environments when they present a familiar entry point into the content-to-be-learned, as well as a common ground for discussion and engagement. We highlight another essential characteristic of effective narratives: They must generate a motive or a need to know. Generating motive may be accomplished through problematizing, or casting doubt on students' perceptions that they already know why a specific, otherwise familiar, phenomenon occurs. Findings from a study conducted at three public schools in New York City indicate that the introduction of problematization into a narrative lead to better learning outcomes and increased interactions with our diffusion simulation, compared with a non-problematizing version. Implications and next steps are discussed.

Authors

• Catherine E. Milne, New York University

• Jan L. Plass, New York University

• Bruce Douglas Homer, The Graduate Center - CUNY

• Trace Jordan, New York University

• Ruth N. Schwartz, New York University

• Dixie Ching, New York University

• Mubina Khan, New York University

• Yolanta Kornak, City University of New York

• Anna Gustava Brady, New York University