There is a great deal of contradicting literature pertaining to what approach to use in a science classroom: inquiry-based or direct instruction. Inquiry-based instruction and direct instruction both have their advantages and disadvantages at every age and every intellectual level. This chapter will review the literature of scholars who have researched and provided evidence that either inquiry-based or direct instruction is more effective in developing conceptual comprehension in science classes.
Student Achievement Using Inquiry-based Instruction
Traditional Students
In a study done by Boud et al. (1986), inquiry-based laboratory activities were categorized into four levels. These levels (0 to 3) ranged from open questions, exploration, to closed questions with guidance. In level 0, the teacher would provide students with an inquiry-based question, procedures, and solutions. Students in level 1 were given an inquiry-based questions, but only with the procedures. Level 2 students were only provided with the inquiry-based question. Lastly, level 3 students were supposed to generate their own inquiry-based questions, procedures, and solutions. Boud et al. reported that through guided-inquiry students were more motivated, understood science content better, and it helped the teacher deal with a larger class size of around 35 students. It was noted that level 2 and level 3 are rarely given for students to accomplish in a high school science classroom.
In a study conducted by White et al. (1999), three middle school science teachers in urban public schools were taught physic concepts using a computer-based inquiry curriculum instead of the traditional lecture approach. The inquiry curriculum challenged students ...
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... J.S., Fishman, B., Soloway, E., Geier, R., & Tal, R.T. (2004). Inquiry-based science in the middle grades: assessment of learning in urban systemic reform. Journal of Research in Science Teaching, 41(10), 1063-1080. doi: 10.1002/tea.20039
Scruggs, T. E., Mastropieri, M. A., Bakken, J. P., & Brigham, F. J. (1993). Reading versus doing: the relative effects of textbook based and inquiry-oriented approaches to science learning in special education classrooms. Journal of Special Education, 27(1), 1-15. doi: 10.1177/002246699302700101
White, B., Shimoda, T.A., & Frederiksen, J.R. (1999). Enabling students to construct theories of collaborative inquiry and reflective learning: computer support for metacognitive development. International Journal of Artificial Intelligence in Education, 10(2), 151- 182. Retrieved from http://thinkertools.org/Media/IJAIED1999.pdf
In an essay titled Creating a Foundation Through Student Conversation by Ann Rosenbury she outlines one specific form of formative assessment called science talks and reflect on the benefits fo...
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Teachers and students provide the following feedback to the Secondary Science Education Department at the University of Nebraska:
Michael, S.et al. (2008). Prospects for improving K-12 science education from the federal level. Journal of Education 69(9): 677-683.
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By incorporating NOS in science textbooks, not only we will be addressing the problem suggested by Sutton (1998), but, also, as teachers, we will be reinforcing scientific expertise needed in to develop active citizens while attaining two roles in scientific understandings that are “knowing how” science was established and “knowing that” which is constituted of facts and scientific knowledge (Bellous &Siegel, 1991). Finally, Sutton’s chapter provides a concise framework for teachers and research scholars to view science teaching and scientific knowledge from a different perspective. Such that the science content and teaching should be viewed from the scientists’ perspective to the extent that collaboration between scientific community is needed to reach such
5. How did your lesson plan and instruction change over time to consider your student’s language and home culture? How have you ensured that you have made science learning accessible and relevant to
Providing the explicit information they need through instruction is practical because it takes into account cognitive load theory, the link between working memory and long-term memory. Studies observing students in a classroom discovered that “when students learn science in classrooms with pure-discovery methods and minimal feedback, they often become lost and frustrated, and their confusion can lead to misconceptions” due to the lack of instruction (Kirschner et al., 2006). On the other hand, studies involving strongly guided learning showed that students learn more deeply and their quality of education is improved when they are given instruction and feedback on their work. Instructed learning provides a superior quality and amount of learning because it decreases cognitive load, provides worked examples that show students how to solve a problem, and employs methods such as process worksheets which assists students in providing more accurate answers than students who rely on discovery learning (Kirscher et al.,
Children in grades 3 through 5 are moving from "learning to read" to "reading to learn" and from "learning to write" to "writing to communicate". Students learn to work independently. They learn to read words and make mental pictures. Third through fifth graders also learn to write paragraphs, short essays and stories that make a point. The curriculum becomes more integrated. "Reading to learn" helps third through fifth graders better understand the scientific method and how to test hypotheses about the physical world. Additionally, "reading to learn" aids students in graphing and calculating scientific observations and then writing up their conclusions. Third grade science class will open new worlds of wonder and invite curious mind to explore (Williams, 2012).
Closed ended questions can be used to quiz if students understanding the basic principles behind the learning outcomes. The use of effective open ended questioning should be used during discussions with students to obtain a deeper level of understanding. Marsh (p. 188 – 189, 2010). Petty mentions how questioning should encourage all students to think. He goes on to say that students should be given time to respond to the question asked and praise if correct answers given. (2009, p. 193). But traditional questioning has its limitations as can be hard to include all of the class. Assertive questioning on the other hand is more active and engaging for the students. It is the pair or group work that that make assertive questioning all inclusive. It shares student knowledge on a topic and helps weaker students to learn by doing. (Petty, 2009, p. 282 - 284).
In Science, teachers serve as the facilitator of learning, guiding them through the inquiry process. Teachers must ask open-ended questions, allow time for the students to answer, avoid telling students what to do, avoid discouraging students’ ideas or behaviors, encourage to find solutions on their own, encourage collaboration, maintain high standards and order, develop inquiry-based assessments to monitor students’ progress, and know that inquiry may be challenging for some students so be prepared to provide more guidance. There are three types of Science inquiry: structured, guided, and open. Structured is the most teacher-centered form of inquiry. This type of inquiry is mainly seen in laboratory exercises where the teacher needs to provide structure, however the students are the ones who conduct the experiment and find conclusions. Guided inquiry is where the students are given tools to develop a process and find the results. As an example, the teacher would instruct the students to build a rocket, but not tell them how to design it. This leaves creativity and uniqueness for the students to be able to apply their knowledge and skills. Open inquiry is when students determine the problem, i...