Dynamic open inquiry performances of high-school biology students

Michal Zion, Irit Sadeh

    Research output: Contribution to journalArticlepeer-review

    1 Scopus citations


    In examining open inquiry projects among high-school biology students, we found dynamic inquiry performances expressed in two criteria: 'changes occurring during inquiry' and 'procedural understanding'. Characterizing performances in a dynamic open inquiry project can shed light on both the procedural and epistemological scientific understanding of students. In addition, we found a connection between the number of students in a team and the number of performances, in both fields: The greater the number of participants in the inquiry project (up to three students per team), the greater the number of performances. Regarding the characterization of dynamic inquiry performed in an open inquiry project, and in addition to characterizing student performances, we found that there were advantages in doing inquiry projects as a team.

    Original languageEnglish
    Pages (from-to)199-214
    Number of pages16
    JournalEurasia Journal of Mathematics, Science and Technology Education
    Issue number3
    StatePublished - Aug 2010


    • Dynamic inquiry skills
    • Inquiry learning
    • Open inquiry
    • Performances


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