Kirsten Schlüter

Writing protocols is a central activity in the natural sciences, but is also a part of science education. In the context of inquiry-based learning, keeping records is considered beneficial for the comprehension of scientific reasoning and the associated problem-solving process. Previous studies have focused particularly on the evaluation of learner-generated protocols and their potential for learning. The process of protocol writing, especially in the context of inquiry-based group work, as it is usually implemented in practice, has hardly been researched so far. In this video-based study, we use the documentary method, a reconstructive analysis method, in order to investigate how student groups implement joint protocol generation in an experimental inquiry-based setting and which action-guiding orientations emerge in the process. In all groups, action-guiding orientations to “task completion” and using the “protocol as means to provide structure and security” were found. Moreover, we have found differing orientations which can be titled “protocol as a flagship” and “protocol used in a pragmatic manner”. Overall, the protocol seems more to serve as a guide and an assurance in the experimentation process rather than as a tool for improving scientific thinking and problem solving.