Publication Info
Type Inproceedings
Year 2015
Venue Paper presented at European Science Education Research Association (ESERA). Helsinki, Finland. August 31 - September 4, 2015.
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Inproceedings

An account for Inquiry-Based Science Education through Dual-Process Theories

Kahveci M

2015 — Paper presented at European Science Education Research Association (ESERA). Helsinki, Finland. August 31 - September 4, 2015.

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Citation (APA)

Kahveci M (2015). An account for Inquiry-Based Science Education through Dual-Process Theories. Paper presented at European Science Education Research Association (ESERA). Helsinki, Finland. August 31 - September 4, 2015.

Abstract

This presentation addresses whether current Inquiry-Based Science Education (IBSE) indicators adequately account for the complexities of human learning, arguing that educational systems often remain primarily focused on the cognitive domain, neglecting the affective domain.

By applying the reflective-impulsive determinants of social behavior (Strack and Deutsch, 2004), the paper infers that affective constructs (emotions and attitudes) automatically interfere with learner behavior. It argues that these impulsive constructs operate in parallel with reflective, reasoning-based processes.

The conclusion is that affective constructs should be a much greater focus of educational objectives. It recommends future research explicitly explore the connection between these constructs and IBSE indicators to improve student learning, providing a deeper understanding of student behavior influenced by both rational thought and forces outside of rational control.

BibTeX

@inproceedings{r, title = {An account for Inquiry-Based Science Education through Dual-Process Theories}, author = {Kahveci M}, year = {2015}, booktitle = {Paper presented at European Science Education Research Association (ESERA). Helsinki, Finland. August 31 - September 4, 2015.}, abstract = {This presentation addresses whether current **Inquiry-Based Science Education (IBSE)** indicators adequately account for the complexities of human learning, arguing that educational systems often remain primarily focused on the **cognitive domain**, neglecting the **affective domain**. By applying the **reflective-impulsive determinants of social behavior** (Strack and Deutsch, 2004), the paper infers that **affective constructs** (emotions and attitudes) automatically interfere with learner behavior. It argues that these *impulsive* constructs operate in parallel with *reflective*, reasoning-based processes. The conclusion is that affective constructs should be a much greater focus of educational objectives. It recommends future research explicitly explore the connection between these constructs and IBSE indicators to improve student learning, providing a deeper understanding of student behavior influenced by both rational thought and forces outside of rational control.} }