Experimental comparison of inquiry and direct instruction in science (original) (raw)
Related papers
Journal of Research in …, 2010
The goal of the Inquiry Synthesis Project was to synthesize findings from research conducted between 1984 and 2002 to address the research question, What is the impact of inquiry science instruction on K-12 student outcomes? The timeframe of 1984 to 2002 was selected to continue a line of synthesis work last completed in 1983 by Bredderman Review of Educational Research 53: 499-518] and Shymansky, Kyle, and Alport Journal of Research in Science Teaching 20: 387-404], and to accommodate a practicable cutoff date given the research project timeline, which ran from 2001 to 2006. The research question for the project was addressed by developing a conceptual framework that clarifies and specifies what is meant by ''inquiry-based science instruction,'' and by using a mixed-methodology approach to analyze both numerical and text data describing the impact of instruction on K-12 student science conceptual learning. Various findings across 138 analyzed studies indicate a clear, positive trend favoring inquiry-based instructional practices, particularly instruction that emphasizes student active thinking and drawing conclusions from data. Teaching strategies that actively engage students in the learning process through scientific investigations are more likely to increase conceptual understanding than are strategies that rely on more passive techniques, which are often necessary in the current standardized-assessment laden educational environment. ß
International Handbook of Comparative Large-Scale Studies in Education , 2021
Inquiry has played a major role in the past and present science education reforms around the world. Despite a great number of studies leveraging TIMSS and PISA data to investigate inquiry in science education, there is little effort to synthesize their findings. The present study aims to systematically review how TIMSS and PISA data were used to investigate inquiry and discuss how the findings contributed to the overall research on inquiry in science education. Patterns and findings from the TIMSS and PISA research were synthesized across the three strands of inquiry research to identify the relevant factors that explain (1) teachers’ frequent implementation of inquiry as an instructional approach, (2) students’ performance in inquiry or inquiry as an instructional outcome, and (3) the relationships between inquiry as an instructional approach and outcome. Findings indicated that the majority of the studies emphasized the third strand of inquiry research by examining the relationships between inquiry and student achievement. Although these studies used similar data, their conceptualizations and measurements of inquiry as an instructional approach varied considerably. This chapter provides an overview of the assessment of inquiry in TIMSS and PISA targeted to science education researchers who are unfamiliar with this field in the hope of encouraging them to utilize these data. It also encourages other researchers to reflect upon the knowledge gained from harnessing TIMSS and PISA data as well as the challenges and opportunities that lie ahead.
Inquiry-based instruction in secondary science classrooms: A survey of teacher practice
Online Submission, 2006
The purpose of this paper is to present findings from survey research that examined the extent to which secondary science teachers, who were certified through Connecticut's BEST portfolio assessment process between 1997 and 2004 and had taught secondary science during the past academic year, reported practicing the indicators of inquiry-based instruction in the classroom and the factors that they perceived facilitated, obstructed, or informed that practice. Indicators of inquiry-based instruction were derived from Bybee's (1997) 5E model. The method for data collection was a researcher-developed, self-report, questionnaire that was disseminated using a slightly modified Dillman (2000) approach. Nearly all of the respondents reported practicing 5Es of inquiry-based instruction in their secondary science classrooms. Further, a majority of respondents indicated that they had access to the factors that they considered extremely important to the practice of inquiry-based instruction.
An Overview of Inquiry-Based Science Instruction Amid Challenges
Eurasia Journal of Mathematics, Science and Technology Education
Despite efforts to incorporate inquiry-based instruction into various science curricular, its adoption has been slow-paced. This has raised many concerns about challenges in the enactment of inquiry-based instruction. Therefore, this article seeks to provide an understanding of the challenges by exploring the perspectives of teachers in the research literature, as well as suggest possible ways of coping with these challenges. The review of literature has indicated that the identification of what constitutes appropriate guidance in inquiry-based instruction, the threat of time management, teachers' deficiency in inquiry instructional techniques and strategies constitute the most challenges. Although there are strong criticisms against guided inquiry instruction, this study has found that it represents the most appropriate guidance for optimal science learning. A sustained all-year-round training program with support from teaching colleagues and from administration may certainly impact teachers' self-efficacy in inquiry instruction. With the level of progress made in inquiry instruction research, and the pace of advancement of technology, the future of the adoption and enactment of inquiry in the classroom can only be brighter. Future research needs to focus on determining the effects of a more sustained all-year-round professional development model on the level of teachers' achievement in inquiry-based instruction.
INQUIRY-BASED TEACHING IN SECONDARY SCIENCE
International Journal of Social Sciences & Humanities, 2023
Inquiry-based science teaching shifts traditional classrooms by putting students in charge of their learning, promoting active exploration, critical thinking, and problem-solving. This approach deepens scientific understanding and cultivates a lifelong passion for science. Thus, this study aimed at establishing the status of the implementation of inquiry-based teaching in secondary science. Employing a descriptive research to 79 science teachers in the locale of this study, it is concluded that the respondents exhibit a commendable commitment to professional learning opportunities, with widespread availability and frequent utilization, underscoring a dedication to ongoing teacher development. Administrative support for inquiry-based learning is strong, characterized by a very high level of implementation, indicating active endorsement by school leadership. However, resources for inquiry instruction are moderately available, suggesting room for improvement in material accessibility and availability. Despite this supportive administrative environment and a classroom culture encouraging inquiry, teachers infrequently implement inquiry-based instruction, revealing a potential gap between administrative intent and classroom practice. In essence, while the study locale lays a robust foundation for promoting inquiry-based learning, bridging the disconnection between administrative support and teacher practice is essential for maximizing the impact of this innovative teaching approach in enhancing science education.
The Effects of Inquiry-Based Learning and Student Achievement in the Science Classroom
2020
Research has demonstrated inquiry-based learning (IBL) engages students in the processes of scientific discovery and can make science relevant toward their real-world concerns. However, in most science classrooms, teachers still use traditional learning, or direct methods of instruction for scientific terminology and other types of discrete knowledge students need to master for standardized testing. Existing research and studies have identified the various impacts of inquiry-based learning in the science classroom and its relationship between student achievement, student motivation and long-term knowledge retention. Research has shown implementation of inquiry-based learning has a positive and direct relationship to student achievement. Planning and developing inquiry-based learning lessons can be time consuming and resources can be limited. However, students can make direct connections and experience deeper learning through hands-on and experiential learning which has an overall po...
This paper addresses the discussion about the convenience of adopting student centered models for the study of natural science where the students play an important role in the learning process through inquiry. Recent results of science performance in PISA 2015 show a negative relationship between student performance and inquiry-based science instruction while, on the other hand, school systems that focus on teacher-directed science instruction have better outcomes . At first hand it would seem incorrect to shift science instruction to more cooperative and inquiry-based environments, but more indepth analysis shows there are two factors that have a positive impact in student performance in exams: one is the blending of student centered and direct instruction during the process of teaching and learning and the other is the school environment and classroom discipline . Since inquiry-based learning is a relatively new approach in the school environment, there are several years ahead to have conclusive evidence about the best practices in science instruction.
Instructional, curricular, and technological supports for inquiry in science classrooms
1998
Inquiry is a central component of science learning (Lunetta, 1997; Roth, 1995). New approaches to science instruction feature inquiry as essential for student learning. The assumption is that students need opportunities to find solutions to real problems by asking and refining questions, designing and conducting investigations, gathering and analyzing information and data, making interpretations, drawing conclusions, and reporting findings. Congruent with recommendations by AAAS (1993), the National Research Council (1996) argues that "there needs to be a de-emphasis on didactic instruction focusing on memorizing decontextualized scientific facts, and there needs to be new emphasis placed on inquiry-based learning focusing on having students develop a deep understanding of science embedded in the everyday world." Evidence indicates that students can attain deeper understanding of science content and processes when they engage in inquiry (e.g. Brown & Campione, 1994; Cognition and
International Journal of Science Education, 2018
In most primary science classes, students are taught science inquiry skills by way of learning by doing. Research shows that explicit instruction may be more effective. The aim of this study was to investigate the effects of explicit instruction on the acquisition of inquiry skills. Participants included 705 Dutch fifth and sixth graders. Students in an explicit instruction condition received an eight-week intervention of explicit instruction on inquiry skills. In the lessons of the implicit condition, all aspects of explicit instruction were absent. Students in the baseline condition followed their regular science curriculum. In a quasi-experimental pre-test-post-test design, two paper-and-pencil tests and three performance assessments were used to examine the acquisition and transfer of inquiry skills. Additionally, questionnaires were used to measure metacognitive skills. The results of a multilevel analysis controlling for pre-tests, general cognitive ability, age, gender and grade level indicated that explicit instruction facilitates the acquisition of science inquiry skills. Specifically on the performance assessment with an unfamiliar topic, students in the explicit condition outperformed students of both the implicit and baseline condition. Therefore, this study provides a strong argument for including an explicit teaching method for developing inquiry skills in primary science education.
Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching: A Meta-Analysis
Review of Educational Research, 2012
Although previous meta-analyses have indicated a connection between inquiry-based teaching and improved student learning, the type of instruction characterized as inquiry based has varied greatly, and few have focused on the extent to which activities are led by the teacher or student. This metaanalysis introduces a framework for inquiry-based teaching that distinguishes between cognitive features of the activity and degree of guidance given to students. This framework is used to code 37 experimental and quasiexperimental studies published between 1996 and 2006, a decade during which inquiry was the main focus of science education reform. The overall mean effect size is .50. Studies that contrasted epistemic activities or the combination of procedural, epistemic, and social activities had the highest mean effect sizes. Furthermore, studies involving teacher-led activities had mean effect sizes about .40 larger than those with student-led conditions. The importance of establishing the validity of the treatment construct in metaanalyses is also discussed.