Abstract
The purpose of this study was to investigate the features of problem framing and solving in an inquiry-oriented laboratory environment. With the research based on the data from three investigative groups, it was found that students' problems i n the laboratory were related to their everyday life experience. Then, these problems could be elaborated according to the evolution of the inquiry-oriented environment at a later time. In addition, students' problem solving in open-ended inquiry environm ent was distinctly different from doing word problems in a traditional science classroom setting. Finally, problems might be solved from concrete operation to abstract level. Students who coped with the constantly arising problems invoked situated creativ e ways to make their experiments work, rather than search for a prescribed algorithm to solve the problems. Based on the results of this research, it was suggested that high school students learn science concepts, process, and skills efficiently from auth entic science activities. In order to help students experience the uncertainties, ambiguities, and the social nature of scientific work, science should be learned in contexts constituted in part by ill-defined problems.
| Keywords: | inquiry; problem solving; senior high school |
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