Chemistry Reference
In-Depth Information
Lennard
They [the paper chips] do not sink. They are not pushed down.
(Paul takes the beaker and wants to put a lot of ice into the water with
the “fish.”)
Lennard
Eh de de. That is too much water for now.
Paul
Strain a little bit off, at least to the 300, where it says 300 or 200, 50. To
the 250, ok?
Over time the installation of the experiment gained complexity and was increas-
ingly focused on answering the question. However, in the beginning the students
did not think about the documentation of their observations. They forgot to measure
the different temperatures so that I had to intervene.
Teacher
How can we show that it is warmer down there?
Lennard
By watching.
Paul
By touching.
(
...
)
Teacher
Better don
'
t. What can you use to find out //
Lennard
At the top it is cold.
Teacher
And what can you use to find that out?
Lennard
Heat.
A:::, I know it, don
'
t say it.
5
Paul
Teacher
I don
'
t say it.
Paul
I know it, I know it. I think this is an experiment. (Reaches for a
thermometer.)
This scene illustrates once more that the students managed the methodical
procedure and social part of inquiry, but that they struggled with aspects that can
be ascribed to the competence area “subject matter”. Although they had the
opportunity to develop knowledge during the learning circle they were not able to
transfer the knowledge. For students with a focal point on support in learning,
transfer is a highly relevant demand. I decided to take up some subject matter
aspects they mentioned in small steps once they had conducted the experiment so
that their need of competence could be satisfied. The two learners should feel
approved in their behavior. The decision to focus more on the affective dimensions
in this lesson instead of on the concurrency of affective and cognitive aspects was
made to avoid mental overload and frustration.
7.1.3 Subject-Related Dialogues
During the implementation of guided inquiry, the learners showed a high compe-
tence level concerning communicative and cooperative skills. The students led
issue-related discussions especially during the phases of planning and conducting
the experiment. Unrelated communication did occur, but it did not result in exces-
sive distraction or even fights, which had happened before. The students helped
each other to refocus and to solve difficulties. Thus, they could negotiate their
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