UmGcanso

Usozinkanyezi u David Scott wenza uvivinyo lomnyondo enyangeni ngesando nosiba

UmGcanso uyinkambiso egunundelwa ukusekela noma ukuphikisa isihlawumbiselo, noma ukunquma ukusebenza noma ukuba iqiniso kwento engakalingwa. Imigcanso iphana ngokuqonda ngembangela-nomphumela ngokubonisa ukuthi yimuphi umphumela owenzeka lapho isici esithile sithonywa. Imigcanso iyahlukahluka kakhulu ngomgomo nobukhulu kodwa njalo incike enqubweni ephindekayo kanye nasekuhlaziyeni okuhluzekile kwemiphumela. Kukhona futhi izifundo eziyimigcanso yemvelo .

Ingane ingase yenze imigcanso eyisisekelo ukuze iqonde ukuthi izinto ziwela kanjani phansi, kuyilapho amaqembu ososayensi engathatha iminyaka yophenyo oluhlelekile ukuze athuthukise ukuqonda kwawo Isimongotho. ImiGcanso nezinye izinhlobo zemisebenzi eyenziwa ngezandla zibaluleke kakhulu ekufundeni kwabafundi ekilasini lesayensi. Imigcanso ingakhuphula amaphuzu okuhlolwa futhi kusize umfundi ukuthi ahlanganyele kakhulu futhi akuthakasele akufundayo, ikakhulukazi uma kusetshenziswa ngokuhamba kwesikhathi. ^[1] Imigcanso ingahluka kusukela ekuqhathaniseni komuntu siqu nalokho kwemvelo (isb. ukunambitha ushokoledi ohlukahlukene ukuze uthole oyintandokazi), kuya kokulawulwa kakhulu (isb. ukuhlolwa okudinga izinguxa eziyinkimbinkimbi okuqondiswa ososayensi abaningi abanethemba lokuthola ulwazi mayelana nezinhlayiya ezingaphansi kwechwe). Ukusetshenziswa kwemigcanso kwehluka kakhulu phakathi kwenzululwazi yemvelo neyomphakathi .

ImiGcanso ivame ukufaka izilawuli, eziklanyelwe ukunciphisa imithelela yokuhluka ngaphandle kokuhluka okukodwa okuzimele . Lokhu kukhulisa ukwethembeka kwemiphumela, ngokuvamile ngokuqhathanisa phakathi kwezilinganiso zokulawula nezinye izilinganiso. Izilawuli zesayensi ziyingxenye yendlelasu yenzululwazi . Ngokufanelekile, zonke izinto eziguquguqukayo emgcansweni ziyalawulwa (zibalwa izilinganiso zokulawula) futhi azikho ezingalawuleki. Emigcanswei enjalo, uma zonke izilawuli zisebenza njengoba kulindelekile, kulula ukuphetha ngokuthi umgcanso usebenza njengokuhlosiwe, nokuthi imiphumela ingenxa yomthelela wokuhluka okuhloliwe.

↑ Stohr-Hunt, Patricia (1996). "An Analysis of Frequency of Hands-on Experience and Science Achievement". Journal of Research in Science Teaching 33 (1): 101–109. Bibcode 1996JRScT..33..101S. doi:10.1002/(SICI)1098-2736(199601)33:1<101::AID-TEA6>3.0.CO;2-Z.

[Stohr-Hunt-1] Stohr-Hunt, Patricia (1996). "An Analysis of Frequency of Hands-on Experience and Science Achievement". Journal of Research in Science Teaching 33 (1): 101–109. Bibcode 1996JRScT..33..101S. doi:10.1002/(SICI)1098-2736(199601)33:1<101::AID-TEA6>3.0.CO;2-Z.

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