Situating Computer Simulation Professional Development: Does It Promote Inquiry-Based Simulation Use?

ERIC Educational Resources Information Center

Gonczi, Amanda L.; Maeng, Jennifer L.; Bell, Randy L.; Whitworth, Brooke A.

2016-01-01

This mixed-methods study sought to identify professional development implementation variables that may influence participant (a) adoption of simulations, and (b) use for inquiry-based science instruction. Two groups (Cohort 1, N = 52; Cohort 2, N = 104) received different professional development. Cohort 1 was focused on Web site use mechanics.…

Research and Teaching: WikiED--Using Web 2.0 Tools to Teach Content and Critical Thinking

ERIC Educational Resources Information Center

Frisch, Jennifer K.; Jackson, Paula C.; Murray, Meg C.

2013-01-01

WIKIed Biology is a National Science Foundation Transforming Undergraduate Education in Science, Technology, Engineering, and Mathematics interdisciplinary project in which the authors developed and implemented a model for student centered, inquiry-driven instruction using Web 2.0 technologies to increase inquiry and conceptual understanding in…

Moving Technology to the Center of Instruction: How One Experienced Teacher Incorporates a Web-based Environment Over Time

NASA Astrophysics Data System (ADS)

Williams, Michelle

2008-08-01

The paper reports on a 3-year study of an experienced fifth grade teacher learning to integrate a Web-based Inquiry Science Environment (WISE) into his core science instruction. Data from this study included videotapes and transcripts of classroom instruction, and audiotapes and transcripts of professional development meetings and interviews conducted with the teacher as he was implementing the curriculum. The results suggest that the teacher's classroom practices shifted meaningfully over time, thus moving WISE from the peripheral to the center of his science class instruction. There was an increased integrated use of the technology by this teacher during the WISE enactments in years two and three. The teacher also engaged his students in significantly more science dialogues during the WISE online investigations. Further findings suggest that this shift in pedagogy can be attributed to repeated opportunities for the instructor to teach an inquiry-based curriculum, as well as reflecting on his teaching experiences.

Using Peer Feedback to Improve Students' Scientific Inquiry

NASA Astrophysics Data System (ADS)

Tasker, Tammy Q.; Herrenkohl, Leslie Rupert

2016-02-01

This article examines a 7th grade teacher's pedagogical practices to support her students to provide peer feedback to one another using technology during scientific inquiry. This research is part of a larger study in which teachers in California and Washington and their classes engaged in inquiry projects using a Web-based system called Web of Inquiry. Videotapes of classroom lessons and artifacts such as student work were collected as part of the corpus of data. In the case examined, Ms. E supports her students to collectively define "meaningful feedback," thereby improving the quality of feedback that was provided in the future. This is especially timely, given the attention in Next Generation Science Standards to cross-cutting concepts and practices that require students discuss and debate ideas with each other in order to improve their understanding and their written inquiry reports (NGSS, 2013).

The Macaroni Lab: A Directed Inquiry Project on Predator-Prey Relationships.

ERIC Educational Resources Information Center

Oyler, Michelle; Rivera, John; Roffol, Melanie; Gibson, David J.; Middleton, Beth A.; Mathis, Marilyn

1999-01-01

Presents a directed-inquiry activity to take students one step beyond observation of how living organisms capture prey. Uses a field lab based upon predator-prey relationships to enliven the teaching of food web concepts to non-science-major freshman undergraduates. Can also be used in teaching high school biology students through college science…

Tapping the Resources of the World Wide Web for Inquiry in Middle Schools.

ERIC Educational Resources Information Center

Windschitl, Mark; Irby, Janet

1999-01-01

Argues for the cautiously expanded use of the World Wide Web for inquiry across the middle school curriculum, noting how the Internet can be used in schools. Describes the Internet and appraises its distractions and academic utility, identifying features that support student inquiry in science, mathematics, social studies, and language arts. (JPB)

Collaborative Inquiry with a Web-Based Science Learning Environment: When Teachers Enact It Differently

ERIC Educational Resources Information Center

Sun, Daner; Looi, Chee-Kit; Xie, Wenting

2014-01-01

Though discussion of the teacher factor in ICT-enabled science learning abounds in the literature, the investigation of Teacher Enactments (TEs) of ICT-facilitated lessons through exploring teaching practices is still under-explored and under-recognized. Current studies are still lacking in evidence-based findings of TEs based on the investigation…

Impact of National Assessment of Educational Progress (NAEP) use and score interpretation on states' inquiry-based science education policies and practices: A descriptive study

NASA Astrophysics Data System (ADS)

Conley, David M.

This study examined the influence of use and interpretation of National Assessment of Educational Progress (NAEP) science results on science education policies and practices in the United States, in the context of teaching and learning through inquiry and the assessment of student inquiry achievement. State assessment directors, NAEP coordinators, and science education specialists nationwide were invited to participate in the study by responding to a Web-based self-administered survey instrument. Sixty-seven percent of the population responded, providing both quantitative and qualitative data through selected-response and open-ended survey items, respectively. The findings of this study revealed that: (a) not all states interpret NAEP science results as an indicator of students' abilities to undertake inquiry investigations or understand the nature of inquiry---in fact, states view their own science assessments as more indicative of expectations regarding inquiry achievement; (b) most states have made changes to science curricular frameworks and assessments since the last NAEP science administration in 2000, so that more emphasis is placed on inquiry-based instruction and assessment of inquiry achievement---however, NAEP results have had a minor influence on these changes; (c) fewer states have made changes in legislation, policies, and professional development that reflect greater emphasis on inquiry, and those that did felt that NAEP results had no significant impact; (d) NAEP's influence has changed since the No Child Left Behind (NCLB) Act of 2001, but it remains minor since NAEP is still perceived as a "low stakes" test; (e) state officials believe NAEP's influence will increase significantly after the results of NAEP science 2005 are released and interpreted and as NCLB accountability provisions in science take hold in 2007--2008. The implications of the study's findings are discussed in reference to the theoretical and practical knowledge-bases concerning the consequences of assessment; the interpretation and use of future NAEP results to inform state science education systems; and NAEP validity studies and revisions to the NAEP assessment framework that may ensue. Limitations of the study's findings and directions for future research are also addressed.

A Diagnostic-Remediation Teaching System for Enhancing Elementary Students' Science Listening Comprehension

ERIC Educational Resources Information Center

Lin, Sheau-Wen; Liu, Yu

2017-01-01

The purpose of this study was to explore elementary students' listening comprehension changes using a Web-based teaching system that can diagnose and remediate students' science listening comprehension problems during scientific inquiry. The 3-component system consisted of a 9-item science listening comprehension test, a 37-item diagnostic test,…

Paths through interpretive territory: Two teachers' enactment of a technology-rich, inquiry-fostering science curriculum

NASA Astrophysics Data System (ADS)

McDonald, Scott Powell

New understandings about how people learn and constructivist pedagogy pose challenges for teachers. Science teachers face an additional challenge of developing inquiry-based pedagogy to foster complex reasoning skills. Theory provides only fuzzy guidance as to how constructivist or inquiry pedagogy can be accomplished in a wide variety of contexts and local constraints. This study contributes to the understanding of the development of constructivist, inquiry-based pedagogy by addressing the question: How do teachers interpret and enact a technology-rich, inquiry fostering science curricula for fifth grade students' biodiversity learning? This research is a case study of two teachers chosen as critical contrasting cases and represent differences across multiple criteria including: urban I suburban, teaching philosophy, and content preparation. The two fifth grade teachers each enacted BioKIDS: Kids' Inquiry in Diverse Species, an eight week curriculum focused on biodiversity. BioKIDS incorporates multiple learning technologies to support student learning including handheld computer software designed to help students collect field data, and a web-based resource for data on local animal species. The results of this study indicate there are tensions teachers must struggle with when setting goals during enactment of inquiry science curricula. They must find a balance between an emphasis on authentic learning and authentic science, and between natural history and natural science. Authentic learning focuses on students' interests and lives; Authentic science focuses on students working with the tools and processes of science. Natural history focuses on the foundational skills in science of observation and classification. Natural science focuses on analytical science drawing on data to develop claims about the world. These two key tensions in teachers' goal setting were critical in defining and understanding differences in how teachers interpreted a curriculum to meet local context and constraints. This study also examined how teachers used technology and scientific inscriptions to support their goals. Implications for research in science education as well as design of curricula and technology are discussed.

Science Teacher Efficacy and Extrinsic Factors Toward Professional Development Using Video Games in a Design-Based Research Model: The Next Generation of STEM Learning

NASA Astrophysics Data System (ADS)

Annetta, Leonard A.; Frazier, Wendy M.; Folta, Elizabeth; Holmes, Shawn; Lamb, Richard; Cheng, Meng-Tzu

2013-02-01

Designed-based research principles guided the study of 51 secondary-science teachers in the second year of a 3-year professional development project. The project entailed the creation of student-centered, inquiry-based, science, video games. A professional development model appropriate for infusing innovative technologies into standards-based curricula was employed to determine how science teacher's attitudes and efficacy where impacted while designing science-based video games. The study's mixed-method design ascertained teacher efficacy on five factors (General computer use, Science Learning, Inquiry Teaching and Learning, Synchronous chat/text, and Playing Video Games) related to technology and gaming using a web-based survey). Qualitative data in the form of online blog posts was gathered during the project to assist in the triangulation and assessment of teacher efficacy. Data analyses consisted of an Analysis of Variance and serial coding of teacher reflective responses. Results indicated participants who used computers daily have higher efficacy while using inquiry-based teaching methods and science teaching and learning. Additional emergent findings revealed possible motivating factors for efficacy. This professional development project was focused on inquiry as a pedagogical strategy, standard-based science learning as means to develop content knowledge, and creating video games as technological knowledge. The project was consistent with the Technological Pedagogical Content Knowledge (TPCK) framework where overlapping circles of the three components indicates development of an integrated understanding of the suggested relationships. Findings provide suggestions for development of standards-based science education software, its integration into the curriculum and, strategies for implementing technology into teaching practices.

Clash of the Titans

ERIC Educational Resources Information Center

Subramaniam, Karthigeyan

2010-01-01

WebQuests and the 5E learning cycle are titans of the science classroom. These popular inquiry-based strategies are most often used as separate entities, but the author has discovered that using a combined WebQuest and 5E learning cycle format taps into the inherent power and potential of both strategies. In the lesson, "Clash of the Titans,"…

A Web-Based Learning Support System for Inquiry-Based Learning

NASA Astrophysics Data System (ADS)

Kim, Dong Won; Yao, Jingtao

The emergence of the Internet and Web technology makes it possible to implement the ideals of inquiry-based learning, in which students seek truth, information, or knowledge by questioning. Web-based learning support systems can provide a good framework for inquiry-based learning. This article presents a study on a Web-based learning support system called Online Treasure Hunt. The Web-based learning support system mainly consists of a teaching support subsystem, a learning support subsystem, and a treasure hunt game. The teaching support subsystem allows instructors to design their own inquiry-based learning environments. The learning support subsystem supports students' inquiry activities. The treasure hunt game enables students to investigate new knowledge, develop ideas, and review their findings. Online Treasure Hunt complies with a treasure hunt model. The treasure hunt model formalizes a general treasure hunt game to contain the learning strategies of inquiry-based learning. This Web-based learning support system empowered with the online-learning game and founded on the sound learning strategies furnishes students with the interactive and collaborative student-centered learning environment.

New Science Teachers' Descriptions of Inquiry Enactment

ERIC Educational Resources Information Center

Dreon, Oliver, Jr.

2008-01-01

This phenomenological study demonstrates the influence that affective factors have on beginning teachers' ability to enact instructional practices. Through narratives shared in interviews and web log postings, two beginning science teachers' emotional engagement with their instructional practices, especially that of implementing inquiry-based…

WISE Design for Knowledge Integration.

ERIC Educational Resources Information Center

Linn, Marcia C.; Clark, Douglas; Slotta, James D.

2003-01-01

Examines the implementation of Web-based Inquiry Science Environment (WISE), which can incorporate modeling tools and hand-held devices. Describes WISE design team practices, features of the WISE learning environment, and patterns of feature use in WISE library projects. (SOE)

Supporting Teachers' Use of a Project-Based Learning Environment in Ocean Science: Web-Based Educative Curriculum Materials

ERIC Educational Resources Information Center

Duncan, Ravit Golan; El-Moslimany, Hebbah; McDonnell, Janice; Lichtenwalner, Sage

2011-01-01

The development of inquiry and project-based materials is challenging in many ways, not the least of which is the design of supports for teachers implementing such materials. We report on the design of educative and just-in-time teacher supports for an online project-based unit in ocean science. The teacher supports were visible as tabs on the…

Comparing Design Constraints to Support Learning in Technology-Guided Inquiry Projects

ERIC Educational Resources Information Center

Applebaum, Lauren R.; Vitale, Jonathan M.; Gerard, Elizabeth; Linn, Marcia C.

2017-01-01

Physical design projects are a way to motivate and engage students in authentic science and engineering practices. Web-based tools can support design projects to ensure that students address and reflect upon critical science concepts during the course of the project. In addition, by specifying challenging design goals that require students to…

Information Literacy for Science Education: Evaluating Web-Based Materials for Socioscientific Issues

ERIC Educational Resources Information Center

Klosterman, Michelle L.; Sadler, Troy D.

2008-01-01

Students who engage in scientific inquiry must be able to evaluate the processes and evidence used to reach conclusions about scientific issues, regardless of whether the process is conducted in the classroom or through an information search on the internet. To explore strategies for integrating information literacy and science, the authors…

Students' Understanding of the Nature of Science and Their Reasoning on Socioscientific Issues: A Web-based Learning Inquiry.

ERIC Educational Resources Information Center

Walker, Kimberly A.; Zeidler, Dana L.

This study was designed to determine how students' engagement in a learning and debate activity on a current scientific controversy influences their understanding of the nature of science and, in turn, informs their decision-making on the issue. Two high school science classrooms, totaling 38 students from 9th through 12th grade, participated in…

A Networked Learning Model for Construction of Personal Learning Environments in Seventh Grade Life Science

ERIC Educational Resources Information Center

Drexler, Wendy

2010-01-01

The purpose of this design-based research case study was to apply a networked learning approach to a seventh grade science class at a public school in the southeastern United States. Students adapted Web applications to construct personal learning environments for in-depth scientific inquiry of poisonous and venomous life forms. API widgets were…

Scaffolding Learning from Molecular Visualizations

ERIC Educational Resources Information Center

Chang, Hsin-Yi; Linn, Marcia C.

2013-01-01

Powerful online visualizations can make unobservable scientific phenomena visible and improve student understanding. Instead, they often confuse or mislead students. To clarify the impact of molecular visualizations for middle school students we explored three design variations implemented in a Web-based Inquiry Science Environment (WISE) unit on…

Prior Knowledge and Online Inquiry-Based Science Reading: Evidence from Eye Tracking

ERIC Educational Resources Information Center

Ho, Hsin Ning Jessie; Tsai, Meng-Jung; Wang, Ching-Yeh; Tsai, Chin-Chung

2014-01-01

This study employed eye-tracking technology to examine how students with different levels of prior knowledge process text and data diagrams when reading a web-based scientific report. Students' visual behaviors were tracked and recorded when they read a report demonstrating the relationship between the greenhouse effect and global climate…

Eco-Inquiry: A Guide to Ecological Learning Experiences for the Upper Elementary/Middle Grades.

ERIC Educational Resources Information Center

Hogan, Kathleen

Eco-Inquiry may be defined as a "whole science" curriculum that embeds hands-on science within thematic multi-dimensional learning experiences. Three modules for the upper elementary and middle grades focus on food webs, decomposition, and nutrient cycling. Each module lasts 4-7 weeks and may be used alone or in sequence. Student…

Computer Based Collaborative Problem Solving for Introductory Courses in Physics

NASA Astrophysics Data System (ADS)

Ilie, Carolina; Lee, Kevin

2010-03-01

We discuss collaborative problem solving computer-based recitation style. The course is designed by Lee [1], and the idea was proposed before by Christian, Belloni and Titus [2,3]. The students find the problems on a web-page containing simulations (physlets) and they write the solutions on an accompanying worksheet after discussing it with a classmate. Physlets have the advantage of being much more like real-world problems than textbook problems. We also compare two protocols for web-based instruction using simulations in an introductory physics class [1]. The inquiry protocol allowed students to control input parameters while the worked example protocol did not. We will discuss which of the two methods is more efficient in relation to Scientific Discovery Learning and Cognitive Load Theory. 1. Lee, Kevin M., Nicoll, Gayle and Brooks, Dave W. (2004). ``A Comparison of Inquiry and Worked Example Web-Based Instruction Using Physlets'', Journal of Science Education and Technology 13, No. 1: 81-88. 2. Christian, W., and Belloni, M. (2001). Physlets: Teaching Physics With Interactive Curricular Material, Prentice Hall, Englewood Cliffs, NJ. 3. Christian,W., and Titus,A. (1998). ``Developing web-based curricula using Java Physlets.'' Computers in Physics 12: 227--232.

WISE Inquiry in Fifth Grade Biology.

ERIC Educational Resources Information Center

Williams, Michelle; Linn, Marcia C.

2002-01-01

Reports on a two-year study designed to investigate how a Web-Based Integrated Science Environment (WISE) project called "Plants in Space" featuring classroom investigations enabled 5th grade students to increase their understanding of plant growth and development. Investigates two versions of the curriculum and considers how understanding of the…

Inquiring with Geoscience Datasets: Instruction and Assessment

NASA Astrophysics Data System (ADS)

Zalles, D.; Quellmalz, E.; Gobert, J.

2005-12-01

This session will describe a new NSF-funded project in Geoscience education, Inquiring with Geoscience Data Sets. The goals of the project are to (1) Study the impacts on student learning of Web-based supplementary curriculum modules that engage secondary-level students in inquiry projects addressing important geoscience problems using an Earth System Science approach. Students will use technologies to access real data sets in the geosciences and to interpret, analyze, and communicate findings based on the data sets. The standards addressed will include geoscience concepts, inquiry abilities in NSES and Benchmarks for Science Literacy, data literacy, NCTM standards, and 21st-century skills and technology proficiencies (NETTS/ISTE). (2) Develop design principles, specification templates, and prototype exemplars for technology-based performance assessments that provide evidence of students' geoscientific knowledge and inquiry skills (including data literacy skills) and students' ability to access, use, analyze, and interpret technology-based geoscience data sets. (3) Develop scenarios based on the specification templates that describe curriculum modules and performance assessments that could be developed for other Earth Science standards and curriculum programs. Also to be described in the session are the project's efforts to differentiate among the dimensions of data literacy and scientific inquiry that are relevant for the geoscience discplines, and how recognition and awareness of the differences can be effectively channelled for the betterment of geoscience education.

Inquiry-Based Learning and Technology: Designing and Exploring WebQuests

ERIC Educational Resources Information Center

Lacina, Jan

2007-01-01

A WebQuest is an inquiry-based technology activity designed by Bernie Dodge and Tom March at San Diego State University in 1995. Dodge and March describe WebQuests as activities in which most, or all, of the information used by learners is drawn from the Web. WebQuests are a powerful instructional activity for teachers and students. Students will…

Science in Afterschool Literature Review

ERIC Educational Resources Information Center

Falkenberg, Karen; McClure, Patricia; McComb, Errin M.

2006-01-01

In considering science in afterschool, research was reviewed and is presented in this document on how students learn science; how science is assessed, particularly inquiry science; recommended practices for afterschool science; and current afterschool science programs. Databases such as ERIC, Wilson Web, and PsychINFO were searched using…

GeoInquiries: Addressing a Grand Challenge for Teaching with GIS in Schools

NASA Astrophysics Data System (ADS)

DiBiase, D.; Baker, T.

2016-12-01

According to the National Research Council (2006), geographic information systems (GIS) is a powerful tool for expanding students' abilities to think spatially, a critical skill for future STEM professionals. However, educators in mainstream subjects in U.S. education have struggled for decades to use GIS effectively in classrooms. GeoInquiries are no cost, standards-based (NGSS or AP), Creative Commons-licensed instructional activities that guide inquiry around map-based concepts found in key subjects like Earth and environmental science. Web maps developed for GeoInquiries expand upon printed maps in leading textbooks by taking advantage of 21st GIS capabilities. GeoInquiry collections consist of 15 activities, each chosen to offer a map-based activity every few weeks throughout the school year. GeoInquiries use a common inquiry instructional framework, learned by many educators during their teacher preparation coursework. GeoInquiries are instructionally flexible - acting as much like building blocks for crafting custom activities as finished instructional materials. Over a half million geoinquiries will be accessed in the next twelve months - serving an anticipated 15 million students. After a generation of outreach to the educators, GIS is finally finding its way the mainstream.

Web2Quests: Updating a Popular Web-Based Inquiry-Oriented Activity

ERIC Educational Resources Information Center

Kurt, Serhat

2009-01-01

WebQuest is a popular inquiry-oriented activity in which learners use Web resources. Since the creation of the innovation, almost 15 years ago, the Web has changed significantly, while the WebQuest technique has changed little. This article examines possible applications of new Web trends on WebQuest instructional strategy. Some possible…

Engaging Nature of Science to Preservice Teachers through Inquiry-Based Classroom

ERIC Educational Resources Information Center

Nuangchalerm, Prasart

2013-01-01

Inquiry-based classroom is widely distributed in the school science based on its useful and effective instruction. Science teachers are key elements allowing students to have scientific inquiry. If teachers understand and imply inquiry-based learning into science classroom, students will learn science as scientific inquiry and understand nature of…

Weather, Climate, Web 2.0: 21st Century Students Speak Climate Science Well

ERIC Educational Resources Information Center

Sundberg, Cheryl White; Kennedy, Teresa; Odell, Michael R. L.

2013-01-01

Problem-based learning (PBL) and inquiry learning (IL) employ extensive scaffolding that results in cognitive load reduction and allows students to learn in complex domains. Hybrid teacher professional development models (PDM) using 21st century social collaboration tools embedding PBL and IL shows promise as a systemic approach for increasing…

Globe, student inquiry, and learning communities

Treesearch

C.L. Henzel

2000-01-01

The Global Learning and Observations to Benefit the Environment (GLOBE) database is a web-based archive of environmental data gathered by K through 12 students in over 85 countries. The data are gathered under protocols developed by research scientists specializing in various fields of earth science. Students gather information, then enter and visualize the data via...

Pathways of professional learning for elementary science teachers using computer learning environments

NASA Astrophysics Data System (ADS)

Williams, Latonya Michelle

This dissertation reports on a three year study designed to investigate the trajectories of two urban elementary school teachers---a novice and an experienced teacher---learning to teach a science curriculum unit using an inquiry approach supported by the Web-based Inquiry Science Environment (WISE). This research investigated teachers' development in knowledge and practice. Through analyses of video records of classroom instruction and professional development meetings, repeated interviews, and student assessments, I have produced case studies of teachers' journeys as they implement the technological inquiry-based instructional model. This study captures the interplay between the teachers' pedagogical content knowledge, enacted practice, and insights into students' thinking about complex science ideas. I trace the factors that encouraged and supported the teachers' development, in addition to the kinds of struggles they faced and overcame. I discuss the social supports I provided for the teachers, including scaffolding them in reflecting on their practice, assisting them with curriculum customizations, and supporting their learning such as arranging online interactions with scientists. I analyze spontaneous activities such as teachers' own reflections. The results suggest that the novice and experienced teacher's classroom practices became more inquiry oriented across time. For both teachers, use of technology accompanied an increase in science dialogue with small groups in years two and three. The novice teacher began asking inquiry questions in her second year of classroom experience, after a great deal of professional support. Both teachers improved in their pedagogical content knowledge from years one through three as a result of the varied professional development supports. The results suggest that teachers' improvement in instructional strategies and pedagogical content knowledge accompanied students' improvement in understanding of the science content.

A Study of Teacher-Mediated Enhancement of Students' Organization of Earth Science Knowledge Using Web Diagrams as a Teaching Device

NASA Astrophysics Data System (ADS)

Anderson, O. Roger; Contino, Julie

2010-10-01

Current research indicates that students with enhanced knowledge networks are more effective in learning science content and applying higher order thinking skills in open-ended inquiry learning. This research examined teacher implementation of a novel teaching strategy called “web diagramming,” a form of network mapping, in a secondary school earth science class. We report evidence for student improvement in knowledge networking, questionnaire-based reports by the students on the merits of web diagramming in terms of interest and usefulness, and information on the collaborating teacher’s perceptions of the process of implementation, including implications for teacher education. This is among the first reports that teachers can be provided with strategies to enhance student knowledge networking capacity, especially for those students whose initial networking scores are among the lowest.

Inquiry based learning with a virtual microscope

NASA Astrophysics Data System (ADS)

Kelley, S. P.; Sharples, M.; Tindle, A.; Villasclaras-Fernández, E.

2012-12-01

As part of newly funded initiative, the Wolfson OpenScience Laboratory, we are linking a tool for inquiry based learning, nQuire (http://www.nquire.org.uk) with the virtual microscope for Earth science (http://www.virtualmicroscope.co.uk) to allow students to undertake projects and gain from inquiry based study thin sections of rocks without the need for a laboratory with expensive petrological microscopes. The Virtual Microscope (VM) was developed for undergraduate teaching of petrology and geoscience, allowing students to explore rock hand specimens and thin sections in a browser window. The system is based on HTML5 application and allows students to scan and zoom the rocks in a browser window, view in ppl and xpl conditions, and rotate specific areas to view birefringence and pleochroism. Importantly the VM allows students to gain access to rare specimens such as Moon rocks that might be too precious to suffer loss or damage. Experimentation with such specimens can inspire the learners' interest in science and allows them to investigate relevant science questions. Yet it is challenging for learners to engage in scientific processes, as they may lack scientific investigation skills or have problems in planning their activities; for teachers, managing inquiry activities is a demanding task (Quintana et al., 2004). To facilitate the realization of inquiry activities, the VM is being integrated with the nQuire tool. nQuire is a web tool that guides and supports students through the inquiry process (Mulholland et al., 2011). Learners are encouraged to construct their own personally relevant hypothesis, pose scientific questions, and plan the method to answer them. Then, the system enables users to collect and analyze data, and share their conclusions. Teachers can monitor their students' progress through inquiries, and give them access to new parts of inquiries as they advance. By means of the integration of nQuire and the VM, inquiries that involve collecting data through a microscope can be created and supported. To illustrate the possibilities of these tools, we have designed two inquiries that engage learners in the study of Moon rock samples under the microscope, starting from general questions such as comparison of Moon rocks or determining the origin of meteorites. One is aimed at undergraduate Geology students; the second has been conceived for the general public. Science teachers can reuse these inquiries, adapt them as they need, or create completely new inquiries using nQuire's authoring tool. We will report progress and demonstrate the combination of these two on-line tools to create an open educational resource allowing educators to design and run science inquiries for Earth and planetary science in a range of settings from schools to universities. Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., Kyza, E., et al. (2004). A scaffolding design framework for software to support science inquiry. Journal of the Learning Sciences, 13(3), 337-386. Mulholland, P., Anastopoulou, S., Collins, T., FeiBt, M., Gaved, M., Kerawalla, L., Paxton, M., et al. (2011). nQuire: Technological support for personal inquiry learning. IEEE Transactions on Learning Technologies. First published online, December 5, 2011, http://doi.ieeecomputersociety.org/10.1109/TLT.2011.32.

New science teachers' descriptions of inquiry enactment

NASA Astrophysics Data System (ADS)

Dreon, Oliver, Jr.

This phenomenological study demonstrates the influence that affective factors have on beginning teachers' ability to enact instructional practices. Through narratives shared in interviews and web log postings, two beginning science teachers' emotional engagement with their instructional practices, especially that of implementing inquiry-based instruction, and the resulting impact these emotions had on professional decision-making were evidenced. Anxiety emerged as the most significant impacting emotion on instructional decision-making with the participants. Through their stories, the two participants describe how their emotions and views of self influence whether they continue using inquiry pedagogy or alter their lesson to adopt more didactic means of instruction. These emotions arise from their feelings of being comfortable teaching the content (self-efficacy), from the unpredictability of inquiry lessons (control beliefs), from how they perceive their students as viewing them (teacher identity) and from various school constraints (agency). This research also demonstrates how intertwined these aspects are, informing each other in a complex, dialectical fashion. The participants' self-efficacy and professional identity emerge from their interactions with the community (their students and colleagues) and the perceived agency afforded by their schools' curricula and administration. By providing descriptions of teachers' experiences enacting inquiry pedagogy, this study expands our understanding of factors that influence teachers' instructional practices and provides a basis for reforming science teacher preparation.

Perspectives on learning, learning to teach and teaching elementary science

NASA Astrophysics Data System (ADS)

Avraamidou, Lucy

The framework that characterizes this work is that of elementary teachers' learning and development. Specifically, the ways in which prospective and beginning teachers' develop pedagogical content knowledge for teaching science in light of current recommendations for reform emphasizing teaching and learning science as inquiry are explored. Within this theme, the focus is on three core areas: (a) the use of technology tools (i.e., web-based portfolios) in support of learning to teach science at the elementary level; (b) beginning teachers' specialized knowledge for giving priority to evidence in science teaching; and (c) the applications of perspectives associated with elementary teachers' learning to teach science in Cyprus, where I was born and raised. The first manuscript describes a study aimed at exploring the influence of web-based portfolios and a specific task in support of learning to teach science within the context of a Professional Development School program. The task required prospective teachers to articulate their personal philosophies about teaching and learning science in the form of claims, evidence and justifications in a web-based forum. The findings of this qualitative case study revealed the participants' developing understandings about learning and teaching science, which included emphasizing a student-centered approach, connecting physical engagement of children with conceptual aspects of learning, becoming attentive to what teachers can do to support children's learning, and focusing on teaching science as inquiry. The way the task was organized and the fact that the web-based forum provided the ability to keep multiple versions of their philosophies gave prospective teachers the advantage of examining how their philosophies were changing over time, which supported a continuous engagement in metacognition, self-reflection and self-evaluation. The purpose of the study reported in the second manuscript was to examine the nature of a first-year elementary teacher's specialized knowledge and practices for giving priority to evidence in science teaching. The findings of this study indicated that Jean not only articulated, but also enacted, a student-centered approach to teaching science, which emphasized giving priority to evidence in the construction of scientific explanations. It also became evident through data analysis that Jean's practices were for the most part consistent with her knowledge and beliefs. This contradicts the findings of previous studies that indicate a mismatch between beginning teachers' knowledge and practices. Furthermore, the findings of this study illustrated that critical experiences during teacher preparation and specific university coursework acted as sources through which this aspect of pedagogical content knowledge was generated. The third manuscript proposes new directions for teaching science in elementary schools in Cyprus and makes recommendations to improve the current teacher preparation program in light of the need for a reform. This manuscript is built upon contemporary perspectives of learning and cognition, and is informed by current trends in science education in the United States and United Kingdom. Issues of teaching and learning science as inquiry, engaging in scientific argumentation, and the use of software scaffolds in support of learning and learning to teach science are discussed with special attention to the unique educational setting of Cyprus.

Kidspiration[R] for Inquiry-Centered Activities

ERIC Educational Resources Information Center

Shaw, Edward L., Jr.; Baggett, Paige V.; Salyer, Barbara

2004-01-01

Computer technology can be integrated into science inquiry activities to increase student motivation and enhance and expand scientific thinking. Fifth-grade students used the visual thinking tools in the Kidspiration[R] software program to generate and represent a web of hypotheses around the question, "What affects the distance a marble rolls?"…

Evaluating the Effectiveness of the 2002-2003 NASA SCIence Files(TM) Program

NASA Technical Reports Server (NTRS)

Pinelli, Thomas E.; Lambert, Matthew A.; Williams, Amy C.

2004-01-01

NASA SCIence Files (tm) is a research-, inquiry-, and standards-based, integrated mathematics, science, and technology series of 60-minute instructional distance learning (television and web-based) programs for students in grades 3-5. Respondents who evaluated the programs in the 2002-2003 NASA SCIence Files (tm) series reported that (1) they used the programs in the series; (2) the goals and objectives for the series were met; (3) the programs were aligned with the national mathematics, science, and technology standards; (4) the program content was developmentally appropriate for grade level; and (5) the programs in the series enhanced and enriched the teaching of mathematics, science, and technology.

A Study of Teacher-Mediated Enhancement of Students' Organization of Earth Science Knowledge Using Web Diagrams as a Teaching Device

ERIC Educational Resources Information Center

Anderson, O. Roger; Contino, Julie

2010-01-01

Current research indicates that students with enhanced knowledge networks are more effective in learning science content and applying higher order thinking skills in open-ended inquiry learning. This research examined teacher implementation of a novel teaching strategy called "web diagramming," a form of network mapping, in a secondary school…

On-Line Learning Materials for the Science Classroom: Design Methodology and Implementation.

ERIC Educational Resources Information Center

Hoffman, Joseph L.; And Others

The recent introduction of the Internet into classrooms provides an opportunity for learners to access a wide range of digital resources on the World Wide Web. The development of on-line learning materials can support inquiry-based activities for students as they pursue questions of interest, plan searches, and analyze their findings. This paper…

Teaching And Learning Tectonics With Web-GIS

NASA Astrophysics Data System (ADS)

Anastasio, D. J.; Sahagian, D. L.; Bodzin, A.; Teletzke, A. L.; Rutzmoser, S.; Cirucci, L.; Bressler, D.; Burrows, J. E.

2012-12-01

Tectonics is a new curriculum enhancement consisting of six Web GIS investigations designed to augment a traditional middle school Earth science curriculum. The investigations are aligned to Disciplinary Core Ideas: Earth and Space Science from the National Research Council's (2012) Framework for K-12 Science Education and to tectonics benchmark ideas articulated in the AAAS Project 2061 (2007) Atlas of Science Literacy. The curriculum emphasizes geospatial thinking and scientific inquiry and consists of the following modules: Geohazards, which plate boundary is closest to me? How do we recognize plate boundaries? How does thermal energy move around the Earth? What happens when plates diverge? What happens when plate move sideways past each other? What happens when plates collide? The Web GIS interface uses JavaScript for simplicity, intuition, and convenience for implementation on a variety of platforms making it easier for diverse middle school learners and their teachers to conduct authentic Earth science investigations, including multidisciplinary visualization, analysis, and synthesis of data. Instructional adaptations allow students who are English language learners, have disabilities, or are reluctant readers to perform advanced desktop GIS functions including spatial analysis, map visualization and query. The Web GIS interface integrates graphics, multimedia, and animation in addition to newly developed features, which allow users to explore and discover geospatial patterns that would not be easily visible using typical classroom instructional materials. The Tectonics curriculum uses a spatial learning design model that incorporates a related set of frameworks and design principles. The framework builds on the work of other successful technology-integrated curriculum projects and includes, alignment of materials and assessments with learning goals, casting key ideas in real-world problems, engaging students in scientific practices that foster the use of key ideas, uses geospatial technology, and supports for teachers in adopting and implementing GIS and inquiry-based activities.

Infrared astronomy in science and education

NASA Astrophysics Data System (ADS)

Mayeur, Paul Anthony

This dissertation looks at the effects of an educator-scientist partnership on the creation of an inquiry based science lesson for the middle school classroom. The lesson was initially created by a scientist following their science research, but changed as the scientist began working with teachers. The changes in the lesson show that scientists and educators may not agree on what is considered appropriate for a science lesson because of time commitment and grade level. However, by working together the partnership is able to reach a compromise of the lesson that allows for the students to get the best possible outcome. This dissertation also shows that science research is a method of inquiry, which can be brought to the classroom through inquiry education. The science research the lesson followed looks at the interstellar dust cloud DC 314.8-5.1, which is unique because of the cloud's proximity to a B-type star with no known association. This thesis did a survey of the area looking for background sources that can be used for future spectroscopical studies. Further, the survey led to the discovery of two possible young stellar objects. In order to fuel educator-scientist interaction and to bring inquiry education into the middle school classroom a scientist created a web-based science lesson that incorporated real NASA data into the middle-school classroom. This lesson was based on the scientist's research in infrared astronomy within the broader context of astrobiology. The lesson includes students plotting real data; in the process the students learn about infrared radiation, star color, and the wavelength/temperature relationship. These are all topics that were studied in the scientist's research, which led the scientist to the idea of creating a lesson for the middle-school classroom. This lesson is based on the principles of inquiry-based learning. Inquiry lessons can bring together these ideas into one place and hopefully inspire new generations to explore the world and universe through science. The scientist then worked with five teachers to edit the lesson for each teacher's classroom. For four of five teachers the lesson changed from an online based lesson that used Excel to a PowerPoint presentation and paper graphing. It is shown here that partnerships between scientists and educators are beneficial for both parties as it allows scientists to understand how to communicate their scientific findings to the general public, while allowing teachers to stay updated with the most advanced science research.

Characteristics of Pre-Service Teachers' Online Discourse: The Study of Local Streams

NASA Astrophysics Data System (ADS)

Liang, Ling L.; Ebenezer, Jazlin; Yost, Deborah S.

2010-02-01

This study describes the characteristics of pre-service teachers' discourse on a WebCT Bulletin Board in their investigations of local streams in an integrated mathematics and science course. A qualitative analysis of data revealed that the pre-service teachers conducted collaborative discourse in framing their research questions, conducting research and writing reports. The science teacher educator provided feedback and carefully crafted prompts to help pre-service teachers develop and refine their work. Overall, the online discourse formats enhance out-of-class communication and support collaborative group work. But the discourse on the critical examination of one another's point of views rooted in scientific inquiry appeared to be missing. It is suggested that pre-service teachers should be given more guidance and opportunities in science courses in carrying out scientific discourse that reflects reform-based scientific inquiry.

Effects of an Inquiry-Based Science Program on Critical Thinking, Science Process Skills, Creativity, and Science Fair Achievement of Middle School Students

ERIC Educational Resources Information Center

Longo, Christopher M.

2012-01-01

This study investigated the impact of an inquiry-based science program on the critical thinking skills, science process skills, creativity, and science fair achievement of middle school students. Although research indicates the connection between inquiry and achievement, there is limited empirical research relating specific inquiry-based programs…

Assessing High Order Thinking of Students Participating in the "WISE" Project in Israel.

ERIC Educational Resources Information Center

Tal, Revital; Hochberg, Nurit

2003-01-01

Studied the higher order thinking of 53 Israeli ninth graders in 3 schools using the Web-Based Inquiry Science Environment (WISE) learning environment to study about malaria. Findings show that all students used higher order thinking skills and that their English was good enough to use the WISE learning environment in the Israeli setting. (SLD)

The relationship between inquiry-based science instruction and student achievement

NASA Astrophysics Data System (ADS)

Suarez, Michael Louis

Teaching science through inquiry has become a focus of recent educational reform in Mississippi and other states. Based on the Constructivist learning theory, inquiry instruction can take many forms, but generally follows the scientific method by requiring students to learn concepts through experimentation and real-world, hands-on experiences. This dissertation examines the relationship between the amounts of time spent using inquiry-based science instruction and student achievement as measured by the Mississippi State Science Assessment. The study also identifies teacher perceptions of inquiry and the amount of professional development received by participants on using inquiry-based instructional techniques. Finally, this study identifies factors that hinder the use of inquiry. Using a 24-question written survey, the researcher collected quantitative data from 204 science teachers in grades K-8 in four southern Mississippi school districts. Participants rated their average amount of time spent using inquiry-based science instruction in their classrooms. These results were then compared to each school's average test score on the 2009-2010 Mississippi State Science Assessment using a Spearman rho correlation. A significant positive relationship was found between amounts of time spent using inquiry-based science instruction and student achievement. The participants also indicated their perceptions of inquiry, amount of professional development, and deterrents to inquiry usage on a five-point Likert scale survey. Overall, participants held a favorable opinion of inquiry-based instruction and felt that it was important for their students' success. Over half of participants had not attended professional development on inquiry-based instruction. A majority indicated a desire for professional development. The most commonly identified factor hindering the use of inquiry was a lack of materials and resources. Many participants also indicated that time constraints prevented more frequent use of inquiry in their classrooms.

Investigating the Use of Inquiry & Web-Based Activities with Inclusive Biology Learners

ERIC Educational Resources Information Center

Bodzin, Alec M.; Waller, Patricia L.; Edwards, Lana; Darlene Kale, Santoro

2007-01-01

A Web-integrated biology program is used to explore how to best assist inclusive high school students to learn biology with inquiry-based activities. Classroom adaptations and instructional strategies teachers may use to assist in promoting biology learning with inclusive learners are discussed.

Inquiry-based instruction in secondary science classrooms: A survey of teacher practice

NASA Astrophysics Data System (ADS)

Gejda, Linda Muggeo

The purpose of this quantitative investigation was to describe 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 the Biological Sciences Curriculum Study (BSCS) 5E model (Bybee, 1997). The method for data collection was a researcher-developed, self-report, questionnaire entitled "Inquiry-based Instruction in Secondary Science Classrooms: A Survey", which was developed and disseminated using a slightly modified Dillman (2000) approach. Almost all of the study participants reported practicing the 5Es (engage, explore, explain, elaborate, and evaluate) of inquiry-based instruction in their secondary science classrooms. Time, resources, the need to cover material for mandatory assessments, the science topics or concepts being taught, and professional development on inquiry-based instruction were reported to be important considerations in participants' decisions to practice inquiry-based instruction in their science classrooms. A majority of the secondary science teachers participating in this study indicated they had the time, access to resources and the professional development opportunities they needed to practice inquiry-based instruction in their secondary classrooms. Study participants ranked having the time to teach in an inquiry-based fashion and the need to cover material for mandated testing as the biggest obstacles to their practice of inquiry-based instruction in the secondary classroom. Classroom experience and collegial exchange informed the inquiry-based instruction practice of the secondary science teachers who participated in this study. Recommendations for further research, practice, and policy were made based upon the results of this study.

The Impact of a Geospatial Technology-Supported Energy Curriculum on Middle School Students' Science Achievement

ERIC Educational Resources Information Center

Kulo, Violet; Bodzin, Alec

2013-01-01

Geospatial technologies are increasingly being integrated in science classrooms to foster learning. This study examined whether a Web-enhanced science inquiry curriculum supported by geospatial technologies promoted urban middle school students' understanding of energy concepts. The participants included one science teacher and 108 eighth-grade…

Using Peer Feedback to Improve Students' Scientific Inquiry

ERIC Educational Resources Information Center

Tasker, Tammy Q.; Herrenkohl, Leslie Rupert

2016-01-01

This article examines a 7th grade teacher's pedagogical practices to support her students to provide peer feedback to one another using technology during scientific inquiry. This research is part of a larger study in which teachers in California and Washington and their classes engaged in inquiry projects using a Web-based system called Web of…

Evaluating the Effectiveness of the 2002-2003 NASA CONNECT(TM) Program

NASA Technical Reports Server (NTRS)

Pinelli, Thomas E.; Lambert, Matthew A.; Williams, Amy C.

2004-01-01

NASA CONNECT is a research-, inquiry-, and standards-based, integrated mathematics, science, and technology series of 30-minute instructional distance learning (television and web-based) programs for students in grades 6 8. Respondents who evaluated the programs in the 2002 2003 NASA CONNECT series reported that (1) they used the programs in the series; (2) the goals and objectives for the series were met; (3) the programs were aligned with the national mathematics, science, and technology standards; (4) the program content was developmentally appropriate for grade level; and (5) the programs in the series enhanced and enriched the teaching of mathematics, science, and technology.

The WebQuest: constructing creative learning.

PubMed

Sanford, Julie; Townsend-Rocchiccioli, Judith; Trimm, Donna; Jacobs, Mike

2010-10-01

An exciting expansion of online educational opportunities is occurring in nursing. The use of a WebQuest as an inquiry-based learning activity can offer considerable opportunity for nurses to learn how to analyze and synthesize critical information. A WebQuest, as a constructivist, inquiry-oriented strategy, requires learners to use higher levels of thinking as a means to analyze and apply complex information, providing an exciting online teaching and learning strategy. A WebQuest is an inquiry-oriented lesson format in which most or all of the information learners work with comes from the web. This article provides an overview of the WebQuest as a teaching strategy and provides examples of its use. Copyright 2010, SLACK Incorporated.

The perceptions of inquiry held by greater Houston area science supervisors

NASA Astrophysics Data System (ADS)

Aoki, Jon Michael

The purpose of this study was to describe the perceptions of inquiry held by responding greater Houston area science supervisors. Leading science organizations proposed that students might be better served if students are mentally and physically engaged in the process of finding out about natural phenomena rather than by didactic modes of teaching and learning. During the past fifty years, inquiry-based instruction has become a significant theme of new science programs. Students are more likely to make connections between classroom exercises and their personal lives through the use of inquiry-based instruction. Learning becomes relevant to students. Conversely, traditional science instruction often has little or no connection to students' everyday lives (Papert, 1980). In short, inquiry-based instruction empowers students to become independent thinkers. The utilization of inquiry-based instruction is essential to a successful reform in science education. However, a reform's success is partly determined by the extent to which science supervisors know and understand inquiry and consequently promote its integration in the district's science curricula. Science supervisors have the role of providing curriculum and instructional support to science teachers and for implementing science programs. There is a fundamental need to assess the perceptions of inquiry held by greater Houston area science supervisors. Science supervisor refers to a class of job titles that include department chairperson, science specialist, science consultant, and science coordinator. The target population was greater Houston area science supervisors in Texas. This study suggests that there are three major implications for educational practice. First, there is the implication that responding greater Houston area science supervisors need an inclusive perception of inquiry. Second, responding greater Houston area science supervisors' perception of inquiry may affect the perceptions and understandings of inquiry held by the science teachers whom they work with. Both of these implications may limit the process of integrating inquiry into the classroom. The third implication is that a rubric can be designed based on the results of this study to help determine which categories or components of inquiry the participant needs assistance with. Implications for further research include increasing the sample size, describing the effects of teaching and/or science supervisor experience on the perceptions of inquiry, determining the effects of advanced degrees on inquiry perceptions, and investigating the effects of research experience on inquiry perceptions. (Abstract shortened by UMI.)

Inquiry-Based Science Education: A Scenario on Zambia's High School Science Curriculum

ERIC Educational Resources Information Center

Chabalengula, Vivien M.; Mumba, Frackson

2012-01-01

This paper is aimed at elucidating the current state of inquiry-based science education (IBSE) in Zambia's high school science curriculum. Therefore, we investigated Zambian teachers' conceptions of inquiry; determined inquiry levels in the national high school science curriculum materials, which include syllabi, textbooks and practical exams; and…

The science experience: The relationship between an inquiry-based science program and student outcomes

NASA Astrophysics Data System (ADS)

Poderoso, Charie

Science education reforms in U.S. schools emphasize the importance of students' construction of knowledge through inquiry. Organizations such as the National Science Foundation (NSF), the National Research Council (NRC), and the American Association for the Advancement of Science (AAAS) have demonstrated a commitment to searching for solutions and renewed efforts to improve science education. One suggestion for science education reform in U.S. schools was a transition from traditional didactic, textbook-based to inquiry-based instructional programs. While inquiry has shown evidence for improved student learning in science, what is needed is empirical evidence of those inquiry-based practices that affect student outcomes in a local context. This study explores the relationship between instructional programs and curricular changes affecting student outcomes in the Santa Ana Unified District (SAUSD): It provides evidence related to achievement and attitudes. SAUSD employs two approaches to teaching in the middle school science classrooms: traditional and inquiry-based approaches. The Leadership and Assistance for Science Education Reform (LASER) program is an inquiry-based science program that utilizes resources for implementation of the University of California Berkeley's Lawrence Hall of Science Education for Public Understanding Program (SEPUP) to support inquiry-based teaching and learning. Findings in this study provide empirical support related to outcomes of seventh-grade students, N = 328, in the LASER and traditional science programs in SAUSD.

Teaching science as inquiry in US and in Japan: A cross-cultural comparison of science teachers' understanding of, and attitudes toward inquiry-based teaching

NASA Astrophysics Data System (ADS)

Tosa, Sachiko

Since the publication of the National Science Education Standards in 1996, learning science through inquiry has been regarded as the heart of science education. However, the TIMSS 1999 Video Study showed that inquiry-based teaching has been taking place less in the United States than in Japan. This study examined similarities and differences in how Japanese and American middle-school science teachers think and feel about inquiry-based teaching. Teachers' attitudes toward the use of inquiry in science teaching were measured through a survey instrument (N=191). Teachers' understanding of inquiry-based teaching was examined through interviews and classroom observations in the United States (N=9) and Japan (N=15). The results show that in spite of the variations in teachers' definitions of inquiry-based teaching, teachers in both countries strongly agree with the idea of inquiry-based teaching. However, little inquiry-based teaching was observed in either of the countries for different reasons. The data indicate that Japanese teachers did not generally help students construct their own understanding of scientific concepts in spite of well-planned lesson structures and activity set-ups. On the other hand, the observational data indicate that American teachers often lacked meaningful science content in spite of their high level of pedagogical knowledge. The need for addressing the importance of scientific concepts in teacher preparation programs in higher education institutions in the US is advocated. To the Japanese science education community, the need for teachers' acquisition of instructional strategies for inquiry-based teaching is strongly addressed.

Bridging Inquiry-Based Science and Constructionism: Exploring the Alignment between Students Tinkering with Code of Computational Models and Goals of Inquiry

ERIC Educational Resources Information Center

Wagh, Aditi; Cook-Whitt, Kate; Wilensky, Uri

2017-01-01

Research on the design of learning environments for K-12 science education has been informed by two bodies of literature: inquiry-based science and Constructionism. Inquiry-based science has emphasized engagement in activities that reflect authentic scientific practices. Constructionism has focused on designing intuitively accessible authoring…

Inquiry-based Learning and Digital Libraries in Undergraduate Science Education

NASA Astrophysics Data System (ADS)

Apedoe, Xornam S.; Reeves, Thomas C.

2006-12-01

The purpose of this paper is twofold: to describe robust rationales for integrating inquiry-based learning into undergraduate science education, and to propose that digital libraries are potentially powerful technological tools that can support inquiry-based learning goals in undergraduate science courses. Overviews of constructivism and situated cognition are provided with regard to how these two theoretical perspectives have influenced current science education reform movements, especially those that involve inquiry-based learning. The role that digital libraries can play in inquiry-based learning environments is discussed. Finally, the importance of alignment among critical pedagogical dimensions of an inquiry-based pedagogical framework is stressed in the paper, and an example of how this can be done is presented using earth science education as a context.

Shifting to an Inquiry-Based Experience

ERIC Educational Resources Information Center

Corder, Gregory; Slykhuis, Julie

2011-01-01

Teaching science with an inquiry-based approach can seem like an impossible challenge. However, it is achievable. One way to begin is by converting a cookbook-style lab (from the internet or a textbook) into an inquiry-based science experience. To convert a cookbook lab into an inquiry-based science experience, the authors propose the following…

Conducting Science Inquiry in Primary Classrooms: Case Studies of Two Preservice Teachers' Inquiry-Based Practices

ERIC Educational Resources Information Center

Leonard, Jacqueline; Boakes, Norma; Moore, Cara M.

2009-01-01

This study examined the impact of an intervention designed to promote inquiry-based instruction among early childhood/elementary preservice teachers in Earth science. Preservice teachers participated in training sessions and community-based internships to deepen Earth science content knowledge and develop inquiry-based practices. Analyses of Earth…

Story-Based Pedagogical Agents: A Scaffolding Design Approach for the Process of Historical Inquiry in a Web-Based Self-Learning Environment

ERIC Educational Resources Information Center

Fujimoto, Toru

2010-01-01

The purpose of this research was to design and evaluate a web-based self-learning environment for historical inquiry embedded with different types of instructional support featuring story-based pedagogical agents. This research focused on designing a learning environment by integrating story-based instruction and pedagogical agents as a means to…

A Comparison of Inquiry and Worked Example Web-Based Instruction Using Physlets

ERIC Educational Resources Information Center

Lee, Kevin M.; Nicoll, Gayle; Brooks, David W.

2004-01-01

This paper compares two protocols for web-based instruction using simulations in an introductory physics class. The Inquiry protocol allowed students to control input parameters while the Worked Example protocol did not. Students in the Worked Example group performed significantly higher on a common assessment. The ramifications of this study are…

At the Elbows of Scientists: Shaping Science Teachers' Conceptions and Enactment of Inquiry-Based Instruction

NASA Astrophysics Data System (ADS)

McLaughlin, Cheryl A.; MacFadden, Bruce J.

2014-12-01

This study stemmed from concerns among researchers that reform efforts grounded in promoting inquiry as the basis for teaching science have not achieved the desired changes in American science classrooms. Many science teachers assume that they are employing inquiry-based strategies when they use cookbook investigations with highly structured step-by-step instructions. Additionally, most science teachers equate hands-on activities with classroom inquiry and, as such, repeatedly use prepackaged, disconnected activities to break the monotony of direct instruction. Despite participation in numerous professional development activities, many science teachers continue to hold misconceptions about inquiry that influence the way they design and enact instruction. To date, there is very limited research exploring the role of inquiry-based professional development in facilitating desired changes in science teachers' conceptions of inquiry. This qualitative study of five high school science teachers explores the ways in which authentic inquiry experiences with a team of scientists in Panama shaped their conceptions and reported enactments of inquiry-based instruction. Our findings suggest that professional development experiences engaging science teachers in authentic research with scientists have the potential to change teachers' naïve conceptions of inquiry, provided that necessary supports are provided for reflection and lesson design.

Inquiry-Based Learning in China: Lesson Learned for School Science Practices

ERIC Educational Resources Information Center

Nuangchalerm, Prasart

2014-01-01

Inquiry-based learning is widely considered for science education in this era. This study aims to explore inquiry-based learning in teacher preparation program and the findings will help us to understanding what inquiry-based classroom is and how inquiry-based learning are. Data were collected by qualitative methods; classroom observation,…

Facilitating Elementary Science Teachers' Implementation of Inquiry-Based Science Teaching

ERIC Educational Resources Information Center

Qablan, Ahmad M.; DeBaz, Theodora

2015-01-01

Preservice science teachers generally feel that the implementation of inquiry-based science teaching is very difficult to manage. This research project aimed at facilitating the implementation of inquiry-based science teaching through the use of several classroom strategies. The evaluation of 15 classroom strategies from 80 preservice elementary…

Habitus, Social Fields, and Circuits in Rural Science Education

ERIC Educational Resources Information Center

Brandt, Carol B.; Shumar, Wesley; Hammond, Lorie; Carlone, Heidi; Kimmel, Sue; Tschida, Christina

2010-01-01

Schooling and science education are embedded within larger socio-cultural, political and economic contexts, influenced by global flows of capital, labor, ideas, and images. In this article we consider the ways in which ethnography traces the web of interactions (circuits), in a rural community and the ways that science inquiry was associated with…

Alternative certification science teachers' understanding and implementation of inquiry-based instruction in their beginning years of teaching

NASA Astrophysics Data System (ADS)

Demir, Abdulkadir

The purpose of this phenomenographic study was to: (a) understand how beginning science teachers recruited from various science disciplines and prepared in an Alternative Teacher Certification Program (ATCP) implemented inquiry during their initial years of teaching; (b) describe constraints and needs that these beginning science teachers perceived in implementing inquiry-based science instruction; and (c) understand the relation between what they learned in their ATCP and their practice of teaching science through inquiry. The participants of this study consisted of four ATCP teachers who are in their beginning years of teaching. Semi-structured interviews, classroom observation, field notes, and artifacts used as source of data collection. The beginning science teachers in this study held incomplete views of inquiry. These views of inquiry did not reflect inquiry as described in NRC (2000)---essential features of inquiry,---nor did they reflect views of faculty members involved in teaching science methods courses. Although the participants described themselves as reform-oriented, there were inconsistencies between their views and practices. Their practice of inquiry did not reflect inquiry either as outlined by essential features of inquiry (NRC, 2000) or inquiry as modeled in activities used in their ATCP. The research participants' perceived constraints and needs in their implementation of inquiry-based activities. Their perceived constraints included logistical and student constraints and school culture. The perceived needs included classroom management, pedagogical skills, practical knowledge, discipline, successful grade-specific models of inquiry, and access to a strong support system. Prior professional work experience, models and activities used in the ATCP, and benefits of inquiry to student learning were the declared factors that facilitated the research participants' practice of inquiry-based teaching.

Investigating Climate Change Issues With Web-Based Geospatial Inquiry Activities

NASA Astrophysics Data System (ADS)

Dempsey, C.; Bodzin, A. M.; Sahagian, D. L.; Anastasio, D. J.; Peffer, T.; Cirucci, L.

2011-12-01

In the Environmental Literacy and Inquiry middle school Climate Change curriculum we focus on essential climate literacy principles with an emphasis on weather and climate, Earth system energy balance, greenhouse gases, paleoclimatology, and how human activities influence climate change (http://www.ei.lehigh.edu/eli/cc/). It incorporates a related set of a framework and design principles to provide guidance for the development of the geospatial technology-integrated Earth and environmental science curriculum materials. Students use virtual globes, Web-based tools including an interactive carbon calculator and geologic timeline, and inquiry-based lab activities to investigate climate change topics. The curriculum includes educative curriculum materials that are designed to promote and support teachers' learning of important climate change content and issues, geospatial pedagogical content knowledge, and geographic spatial thinking. The curriculum includes baseline instructional guidance for teachers and provides implementation and adaptation guidance for teaching with diverse learners including low-level readers, English language learners and students with disabilities. In the curriculum, students use geospatial technology tools including Google Earth with embedded spatial data to investigate global temperature changes, areas affected by climate change, evidence of climate change, and the effects of sea level rise on the existing landscape. We conducted a designed-based research implementation study with urban middle school students. Findings showed that the use of the Climate Change curriculum showed significant improvement in urban middle school students' understanding of climate change concepts.

An Analysis of Pre-Service Elementary Teachers' Understanding of Inquiry-Based Science Teaching

ERIC Educational Resources Information Center

Lee, Carole K.; Shea, Marilyn

2016-01-01

This study examines how pre-service elementary teachers (PSETs) view inquiry-based science learning and teaching, and how the science methods course builds their confidence to teach inquiry science. Most PSETs think that inquiry is asking students questions rather than a formal set of pedagogical tools. In the present study, three groups of PSETs…

Do science coaches promote inquiry-based instruction in the elementary science classroom?

NASA Astrophysics Data System (ADS)

Wicker, Rosemary Knight

The South Carolina Mathematics and Science Coaching Initiative established a school-based science coaching model that was effective in improving instruction by increasing the level of inquiry-based instruction in elementary science classrooms. Classroom learning environment data from both teacher groups indicated considerable differences in the quality of inquiry instruction for those classrooms of teachers supported by a science coach. All essential features of inquiry were demonstrated more frequently and at a higher level of open-ended inquiry in classrooms with the support of a science coach than were demonstrated in classrooms without a science coach. However, from teacher observations and interviews, it was determined that elementary schoolteacher practice of having students evaluate conclusions and connect them to current scientific knowledge was often neglected. Teachers with support of a science coach reported changes in inquiry-based instruction that were statistically significant. This mixed ethnographic study also suggested that the Mathematics and Science Coaching Initiative Theory of Action for Instructional Improvement was an effective model when examining the work of science coaches. All components of effective school infrastructure were positively impacted by a variety of science coaching strategies intended to promote inquiry. Professional development for competent teachers, implementation of researched-based curriculum, and instructional materials support were areas highly impacted by the work of science coaches.

Space Projects and Research by Kids (SPARK): A Web Based Research Journal for Middle School Students

NASA Astrophysics Data System (ADS)

Limaye, S. S.; Pertzborn, R. A.

1999-05-01

Project SPARK is designed to facilitate opportunities for upper elementary and middle school students to develop the necessary skills to conduct investigations that focus on the subjects of astronomy, space exploration, and earth remote sensing. This program actively engages students in conducting their own research project to acquire increased understanding and content knowledge in the space sciences. While the development of scientific inquiry skills and content literacy is the primary focus, students also enhance their critical thinking, analytical, technological and communications skills. As in the professional science community, the web based SPARK Journal presents an avenue for students to effectively communicate the results of their investigations and work to classmates as well as the "global learning community" via the world wide web. Educational outreach staff at the Sapce Science and Engineering Center have developed active partnerships with teachers and schools throughout Wisconsin to facilitate the development of standards based curriculum and research projects focusing on current topics in the space sciences. Student research projects and activities arising from these initiatives were submitted in the Spring and Fall of 1998 for inclusion in SPARK, Volume 1. The second volume of SPARK will be published in Spring, 1999. Support for the development of this journal was provided by the NASA/IDEAS Program.

Inquiry and groups: student interactions in cooperative inquiry-based science

NASA Astrophysics Data System (ADS)

Woods-McConney, Amanda; Wosnitza, Marold; Sturrock, Keryn L.

2016-03-01

Science education research has recommended cooperative inquiry based science in the primary science context for more than two decades but after more than 20 years, student achievement in science has not substantially improved. This study, through direct observation and analysis, investigated content-related student interactions in an authentic inquiry based primary science class setting. Thirty-one upper primary students were videotaped working in cooperative inquiry based science activities. Cooperative talk and negotiation of the science content was analysed to identify any high-level group interactions. The data show that while all groups have incidences of high-level content-related group interactions, the frequency and duration of these interactions were limited. No specific pattern of preceding events was identified and no episodes of high-level content-related group interactions were immediately preceded by the teacher's interactions with the groups. This in situ study demonstrated that even without any kind of scaffolding, specific skills in knowing how to implement cooperative inquiry based science, high-level content-related group interactions did occur very briefly. Support for teachers to develop their knowledge and skills in facilitating cooperative inquiry based science learning is warranted to ensure that high-level content-related group interactions and the associated conceptual learning are not left to chance in science classrooms.

A Well-Started Beginning Elementary Teacher's Beliefs and Practices in Relation to Reform Recommendations about Inquiry-Based Science

ERIC Educational Resources Information Center

Avraamidou, Lucy

2017-01-01

Given reform recommendations emphasizing scientific inquiry and empirical evidence pointing to the difficulties beginning teachers face in enacting inquiry-based science, this study explores a well-started beginning elementary teacher's (Sofia) beliefs about inquiry-based science and related instructional practices. In order to explore Sofia's…

Investigating inquiry beliefs and nature of science (NOS) conceptions of science teachers as revealed through online learning

NASA Astrophysics Data System (ADS)

Atar, Hakan Yavuz

Creating a scientifically literate society appears to be the major goal of recent science education reform efforts (Abd-El-Khalick, Boujaoude, Dushl, Lederman, Hofstein, Niaz, Tregust, & Tuan, 2004). Recent national reports in the U.S, such as Shaping the Future, New Expectations for Undergraduate Education in Science, Mathematics, Engineering, and Technology (NSF,1996), Inquiry in Science and In Classroom, Inquiry and the National Science Education Standards (NRC, 2001), Pursuing excellence: Comparison of international eight-grade mathematics and science achievement from a U.S. perspective (NCES, 2001), and Standards for Science Teacher Preparation (NSTA 2003) appear to agree on one thing: the vision of creating a scientifically literate society. It appears from science education literature that the two important components of being a scientifically literate individual are developing an understanding of nature of science and ability to conduct scientific inquiries. Unfortunately, even though teaching science through inquiry has been recommended in national reports since the 1950's, it has yet to find its way into many science classrooms (Blanchard, 2006; Yerrick, 2000). Science education literature identfies several factors for this including: (1) lack of content knowledge (Anderson, 2002; Lee, Hart Cuevas, & Enders, 2004; Loucks-Horsely, Hewson, Love, & Stiles, 1998; Moscovici, 1999; Smith & Naele, 1989; Smith, 1989); (2) high stake tests (Aydeniz, 2006); (3) teachers' conflicting beliefs with inquiry-based science education reform (Blanchard, 2006; Wallace & Kang, 2004); and, (4) lack of collaboration and forums for communication (Anderson, 2002; Davis, 2003; Loucks-Horsely, Hewson, Love, & Stiles, 1998; Wallace & Kang, 2004). In addition to the factors stated above this study suggest that some of the issues and problems that have impeded inquiry instruction to become the primary approach to teaching science in many science classrooms might be related to teachers NOS conceptions. Developing desired understanding of nature of science conceptions and having an adequate experience with inquiry learning is especially important for science teachers because science education literature suggests that the development of teachers' nature of science conceptions is influenced by their experiences with inquiry science (Akerson et. al. 2000) and implementation of science lessons reflect teachers' NOS conceptions (Abd-EL-Khalick & Boujaoude, 1997; Matson & Parsons, 1998; Rosenthal, 1993; Trowbridge, Bybee & Powell, 2000; Turner & Sullenger, 1999). Furthermore, the impediments to successful integration of inquiry based science instruction from teachers' perspective are particularly important, as they are the implementers of inquiry based science education reform. The purpose of this study is to understand the relationship between the teachers' NOS conceptions and their inquiry beliefs and practices in their classrooms and how this relationship impedes or contributes to the implementation of inquiry based science education reform efforts. The participants of this study were in-service teachers who were accepted into the online Masters Program in science education program at a southern university. Three online courses offered in the summer semester of 2005 constituted the research setting of this study: (1) Special Problems in the Teaching of Secondary School Science: Nature of Science & Science Teaching, (2) Curriculum in Science Education, and (3) Colloquium. Multiple data sources were used for data triangulation (Miles & Huberman, 1984; Yin, 1994) in order to understand the relationship between participants' NOS views and their conceptions and beliefs about inquiry-based science teaching. The study revealed that the relationship between the teachers' NOS conceptions and their inquiry beliefs and practices is far from being simple and linear. Data suggests that the teachers' sophistication of NOS conceptions influence their perception of inquiry science instruction in variety of ways. In a nutshell, these include: (1) The teachers become more confident in their ability to implement inquiry-based science classes; (2) Better understanding of NOS conceptions assists the teachers develop a higher appreciation of inquiry science instruction; (3) The teachers' misconceptions about nature of science appear to be connected to their misconceptions about inquiry science instruction; (4) A better understanding of NOS concepts seems to have stimulate the teachers to put more emphasis on some aspects of inquiry more than others; and (5) Sophistication of teachers' NOS conceptions influences their decisions about the type of inquiry they plan to incorporate in their instruction. This study also suggests that enhancing teachers' NOS conceptions should be among the main objectives of inquiry-based professional development programs and courses that are taught in science education programs. This study reveals that enhancing NOS conceptions helps teachers in their efforts to integrate inquiry into their instruction by boosting their confidence in their abilities to teach science through inquiry. This study reveals that especially teachers who lack strong science backgrounds and prior experience with inquiry science are at risk. Not having a strong background in science and lacking extensive experience with inquiry science negatively influences the teachers' confidence and thus delays their efforts to implement inquiry-based science lessons. (Abstract shortened by UMI.)

Structural equation model of the relationships among inquiry-based instruction, attitudes toward science, achievement in science, and gender

NASA Astrophysics Data System (ADS)

Wallace, Stephen R.

The purpose of this study was to clarify the muddled state of the magnitude and direction of the relationships among inquiry-based instruction, attitudes toward science, and science achievement, as students progressed from middle school into high school. The problem under investigation was two-fold. The first was to create and test a structural equation model describing the direction and magnitude of the relationships. The second was to determine gender differences in the relationships. Data collected from the Longitudinal Study of American Youth (LSAY) over a three-year period were used to create and test the structural equation model. Results of this study indicate inquiry-based instruction is effective in positively influencing 7th- and 8th-grade students' understandings of science concepts. Additionally, inquiry-based instruction does not have an adverse influence on science achievement in 9th grade. If the primary goal is science achievement, then an inquiry-based approach to instruction is effective. On the other hand, if the primary goal of science instruction is to positively influence students' attitudes toward science (in particular, perceptions of the usefulness of science) then inquiry-based approaches may not be the most effective method of instruction. Inquiry-based instruction adversely influences 7th-grade males' attitudes toward science and has no significant influence on 7th-grade females' attitudes toward science. In 8th grade, inquiry-based instruction has no significant influence on either genders' attitudes toward science. Not until the 9th grade does inquiry-based instruction have a significantly positive influence on males' and females' perceptions of the usefulness of science. Additionally, prior attitudes toward science significantly influences science achievement only in 8th grade and science achievement influences attitudes toward science only in 9th grade. Recommendations for further research are based on the findings and limitations of this study. Methodological concerns and recommendations focus primarily on limitations in the design of this study and the use of large-scale databases. Theoretical concerns focus on recommendations for areas of additional research; principally, they are based on theoretical questions arising out of this study.

SEAS (Student Experiments At Sea): Helping Teachers Foster Authentic Student Inquiry in the Science Classroom

NASA Astrophysics Data System (ADS)

Goehring, L.; Kelsey, K.; Carlson, J.

2005-12-01

Teacher professional development designed to promote authentic research in the classroom is ultimately aimed at improving student scientific literacy. In addition to providing teachers with opportunities to improve their understanding of science through research experiences, we need to help facilitate similar learning in students. This is the focus of the SEAS (Student Experiments At Sea) program: to help students learn science by doing science. SEAS offers teachers tools and a framework to help foster authentic student inquiry in the classroom. SEAS uses the excitement of deep-sea research, as well as the research facilities and human resources that comprise the deep-sea scientific community, to engage student learners. Through SEAS, students have the opportunity to practice inquiry skills and participate in research projects along side scientists. SEAS is a pilot program funded by NSF and sponsored by the Ridge 2000 research community. The pilot includes inquiry-based curricular materials, facilitated interaction with scientists, opportunities to engage students in research projects, and teacher training. SEAS offers a framework of resources designed to help translate inquiry skills and approaches to the classroom environment, recognizing the need to move students along the continuum of scientific inquiry skills. This framework includes hands-on classroom lessons, Classroom to Sea labs where students compare their investigations with at-sea investigations, and a student experiment competition. The program also uses the Web to create a virtual ``scientific community'' including students. Lessons learned from this two year pilot emphasize the importance of helping teachers feel knowledgeable and experienced in the process of scientific inquiry as well as in the subject. Teachers with experience in scientific research were better able to utilize the program. Providing teachers with access to scientists as a resource was also important, particularly given the challenges of working in the deep-sea environment. Also, fostering authentic student investigations (i.e., working through preparatory materials, developing proposals, analyzing data and writing summary reports) is challenging to fit within the academic year. Nonetheless, teacher feedback highlights that the excitement generated by participation in real research is highly motivating. Further, students experience a ``paradigm shift'' in understanding evidence-based reasoning and the process of scientific discovery.

Comparing Two Inquiry Professional Development Interventions in Science on Primary Students' Questioning and Other Inquiry Behaviours

NASA Astrophysics Data System (ADS)

Nichols, Kim; Burgh, Gilbert; Kennedy, Callie

2017-02-01

Developing students' skills to pose and respond to questions and actively engage in inquiry behaviours enables students to problem solve and critically engage with learning and society. The aim of this study was to analyse the impact of providing teachers with an intervention in inquiry pedagogy alongside inquiry science curriculum in comparison to an intervention in non-inquiry pedagogy alongside inquiry science curriculum on student questioning and other inquiry behaviours. Teacher participants in the comparison condition received training in four inquiry-based science units and in collaborative strategic reading. The experimental group, the community of inquiry (COI) condition, received training in facilitating a COI in addition to training in the same four inquiry-based science units. This study involved 227 students and 18 teachers in 9 primary schools across Brisbane, Australia. The teachers were randomly allocated by school to one of the two conditions. The study followed the students across years 6 and 7 and students' discourse during small group activities was recorded, transcribed and coded for verbal inquiry behaviours. In the second year of the study, students in the COI condition demonstrated a significantly higher frequency of procedural and substantive higher-order thinking questions and other inquiry behaviours than those in the comparison condition. Implementing a COI within an inquiry science curriculum develops students' questioning and science inquiry behaviours and allows teachers to foster inquiry skills predicated by the Australian Science Curriculum. Provision of inquiry science curriculum resources alone is not sufficient to promote the questioning and other verbal inquiry behaviours predicated by the Australian Science Curriculum.

Scientific Inquiry and Real-Life Applications Bring Middle School Students up to Standard

ERIC Educational Resources Information Center

Dass, Pradeep M.; Kilby, Diana; Chappell, Alicia

2005-01-01

The emphasis in both the National Science Education Standards (NSES) and "Science for All Americans" is on "science as inquiry" and inquiry-based science instruction as a way to accomplish the goals of science literacy. The NSES considers science as inquiry as a part of the content of science and include science as inquiry…

Inquiry and Groups: Student Interactions in Cooperative Inquiry-Based Science

ERIC Educational Resources Information Center

Woods-McConney, Amanda; Wosnitza, Marold; Sturrock, Keryn L.

2016-01-01

Science education research has recommended cooperative inquiry based science in the primary science context for more than two decades but after more than 20 years, student achievement in science has not substantially improved. This study, through direct observation and analysis, investigated content-related student interactions in an authentic…

An investigation into the factors that motivate teachers to implement inquiry in the science classroom

NASA Astrophysics Data System (ADS)

Robbins, Beth Schieber

Inquiry-based science teaching is an inductive approach to science instruction that originated in constructivist learning theory and requires students to be active participants in their own learning process. In an inquiry-based classroom, students actively construct their knowledge of science through hands-on, engaged practices and inquiry-based approaches. Inquiry-based teaching stands in contrast to more traditional forms of teaching that see students as empty vessels to be filled by the teacher with rote facts. Despite calls from the NSF, the NRC, and the AAAS for more inquiry-based approaches to teaching science, research has shown that many teachers still do not use inquiry-based approaches. Teachers have cited difficulties including lack of time, high-stakes testing, a shortage of materials, problems with school-wide logistics, rigid science curricula, student passivity, and lack of prerequisite skills. The objective of this mixed-methods study was to examine to what extent specific, identifiable personality traits contribute to the likelihood that a teacher will use inquiry in the science classroom, and what factors figure predominantly as teachers' reasons for implementing inquiry. The findings of the study showed that the null hypotheses were not rejected. However, reduced conscientiousness and increased openness may be significant in indicating why teachers use inquiry-based teaching methods and avenues for further research. In addition, the qualitative results aligned with previous findings that showed that lack of resources (e.g., time and money) and peer support act as powerful barriers to implementing inquiry-based teaching. Inquiry teachers are flexible, come to teaching as a second or third career, and their classrooms can be characterized as chaotic, fun, and conducive to learning through engagement. The study suggests changes in practice among administrators and teachers. With adjustments in methods and survey instruments, additional research could provide valuable insights and further recommendations. Overall, this study has yielded information that may lead to changes in both practice and thinking related to inquiry-based teaching and learning.

Is nursing ready for WebQuests?

PubMed

Lahaie, Ulysses David

2008-12-01

Based on an inquiry-oriented framework, WebQuests facilitate the construction of effective learning activities. Developed by Bernie Dodge and Tom March in 1995 at the San Diego State University, WebQuests have gained worldwide popularity among educators in the kindergarten through grade 12 educational sector. However, their application at the college and university levels is not well documented. WebQuests enhance and promote higher order-thinking skills, are consistent with Bloom's Taxonomy, and reflect a learner-centered instructional methodology (constructivism). They are based on solid theoretical foundations and promote critical thinking, inquiry, and problem solving. There is a role for WebQuests in nursing education. A WebQuest example is described in this article.

"Almost Everything We Do Includes Inquiry": Fostering Inquiry-Based Teaching and Learning with Preschool Teachers

ERIC Educational Resources Information Center

Hollingsworth, Heidi L.; Vandermaas-Peeler, Maureen

2017-01-01

Given the increased emphasis on science in early learning standards, two studies were conducted to investigate preschool teachers' efficacy for teaching science and their inquiry-based teaching practices. Fifty-one teachers completed a survey of their efficacy for teaching science and understanding of inquiry methods. Teachers reported moderate…

The inquiry continuum: Science teaching practices and student performance on standardized tests

NASA Astrophysics Data System (ADS)

Jernnigan, Laura Jane

Few research studies have been conducted related to inquiry-based scientific teaching methodologies and NCLB-required state testing. The purpose of this study was to examine the relationship between the strategies used by seventh-grade science teachers in Illinois and student scores on the Illinois Standards Achievement Test (ISAT) to aid in determining best practices/strategies for teaching middle school science. The literature review defines scientific inquiry by placing teaching strategies on a continuum of scientific inquiry methodologies from No Inquiry (Direct Instruction) through Authentic Inquiry. Five major divisions of scientific inquiry: structured inquiry, guided inquiry, learning cycle inquiry, open inquiry, and authentic inquiry, have been identified and described. These five divisions contain eight sub-categories: demonstrations; simple or hands-on activities; discovery learning; variations of learning cycles; problem-based, event-based, and project-based; and student inquiry, science partnerships, and Schwab's enquiry. Quantitative data were collected from pre- and posttests and surveys given to the participants: five seventh grade science teachers in four Academic Excellence Award and Spotlight Award schools and their 531 students. Findings revealed that teachers reported higher inquiry scores for themselves than for their students; the two greatest reported factors limiting teachers' use of inquiry were not enough time and concern about discipline and large class size. Although the correlation between total inquiry and mean difference of pre- and posttest scores was not statistically significant, the survey instrument indicated how often teachers used inquiry in their classes, not the type of inquiry used. Implications arose from the findings that increase the methodology debate between direction instruction and inquiry-based teaching strategies; teachers are very knowledgeable about the Illinois state standards, and various inquiry-based methods need to be stressed in undergraduate methods classes. While this study focused on the various types of scientific inquiry by creating a continuum of scientific inquiry methodologies, research using the continuum needs to be conducted to determine the various teaching styles of successful teachers.

Development of an Inquiry-Based Learning Support System Based on an Intelligent Knowledge Exploration Approach

ERIC Educational Resources Information Center

Wu, Ji-Wei; Tseng, Judy C. R.; Hwang, Gwo-Jen

2015-01-01

Inquiry-Based Learning (IBL) is an effective approach for promoting active learning. When inquiry-based learning is incorporated into instruction, teachers provide guiding questions for students to actively explore the required knowledge in order to solve the problems. Although the World Wide Web (WWW) is a rich knowledge resource for students to…

Teacher Discourse Strategies Used in Kindergarten Inquiry-Based Science Learning

ERIC Educational Resources Information Center

Harris, Karleah; Crabbe, Jordan Jimmy; Harris, Charlene

2017-01-01

This study examines teacher discourse strategies used in kindergarten inquiry-based science learning as part of the Scientific Literacy Project (SLP) (Mantzicopoulos, Patrick & Samarapungavan, 2005). Four public kindergarten science classrooms were chosen to implement science teaching strategies using a guided-inquiry approach. Data were…

Mentoring a new science teacher in reform-based ways: A focus on inquiry

NASA Astrophysics Data System (ADS)

Schomer, Scott D.

The processes, understandings, and uses of inquiry are identified by the National Science Education Standards (National Research Council, 1996) as a key component of science instruction. Currently, there are few examples in the literature demonstrating how teachers go about co-constructing inquiry-based activities and how mentors can promote the use of reform-based practices by novices. The purpose of this interpretive case study was to investigate how a mentor and her protege collaboratively developed, implemented and assessed three inquiry-based experiences. The questions that guided this research were: (1) How does the mentor assist protege growth in the development, implementation and assessment of inquiry-based experiences for secondary science students? (2) How are the protege's perceptions of inquiry influenced by her participation in developing, implementing and assessing inquiry-based experiences for secondary science students? The co-construction of the inquiry activities and the facilitation provided by the mentor represented Lev Vygotsky's (1978) social construction of information as the mentor guided the protege beyond her cognitive zone of proximal development. The participants in this study were a veteran science teacher who was obtaining her mentor certification, or Teacher Support Specialist, and her protege who was a science teacher in the induction phase of her career. Data were collected through in-depth, semi-structured interviews, tape recordings of planning sessions, researcher field notes, and email reflections during the co-construction process. Inductive analysis of the data led to the identification of common categories and subsequent findings, which reflected what the mentor and protege discussed about inquiry and the process of collaboration. The six themes that emerged from this study led to several implications that are significant for science teacher preparation and the mentoring community. The teachers indicated tools, such as the "Essential Features and Variations of Inquiry" table, were helpful for planning and assessing inquiry-based experiences. Examination of findings revealed how the process of purposefully collaborating on the development of inquiry-based lessons fostered a more student-centered approach to teaching and learning by the protege. Therefore, having new teachers continue to collaborate with reform-minded mentors beyond their first year of teaching may help new teachers develop inquiry-based pedagogies.

Assessing Dimensions of Inquiry Practice by Middle School Science Teachers Engaged in a Professional Development Program

NASA Astrophysics Data System (ADS)

Lakin, Joni M.; Wallace, Carolyn S.

2015-03-01

Inquiry-based teaching promotes students' engagement in problem-solving and investigation as they learn science concepts. Current practice in science teacher education promotes the use of inquiry in the teaching of science. However, the literature suggests that many science teachers hold incomplete or incorrect conceptions of inquiry. Teachers, therefore, may believe they are providing more inquiry experiences than they are, reducing the positive impact of inquiry on science interest and skills. Given the prominence of inquiry in professional development experiences, educational evaluators need strong tools to detect intended use in the classroom. The current study focuses on the validity of assessments developed for evaluating teachers' use of inquiry strategies and classroom orientations. We explored the relationships between self-reported inquiry strategy use, preferences for inquiry, knowledge of inquiry practices, and related pedagogical content knowledge. Finally, we contrasted students' and teachers' reports of the levels of inquiry-based teaching in the classroom. Self-reports of inquiry use, especially one specific to the 5E instructional model, were useful, but should be interpreted with caution. Teachers tended to self-report higher levels of inquiry strategy use than their students perceived. Further, there were no significant correlations between either knowledge of inquiry practices or PCK and self-reported inquiry strategy use.

A Rights-Based Approach to Science Literacy Using Local Languages: Contextualising Inquiry-Based Learning in Africa

ERIC Educational Resources Information Center

Babaci-Wilhite, Zehlia

2017-01-01

This article addresses the importance of teaching and learning science in local languages. The author argues that acknowledging local knowledge and using local languages in science education while emphasising inquiry-based learning improve teaching and learning science. She frames her arguments with the theory of inquiry, which draws on…

Inquiry-Based Instruction and Teaching about Nature of Science: Are They Happening?

ERIC Educational Resources Information Center

Capps, Daniel K.; Crawford, Barbara A.

2013-01-01

Anecdotal accounts from science educators suggest that few teachers are teaching science as inquiry. However, there is little empirical evidence to support this claim. This study aimed to provide evidence-based documentation of the state-of-use of inquiry-based instruction and explicit instruction about nature of science (NOS). We examined the…

Supporting Inquiry-based Earth System Science Instruction with Middle and High School Earth Science Teachers

NASA Astrophysics Data System (ADS)

Finkel, L.; Varner, R.; Froburg, E.; Smith, M.; Graham, K.; Hale, S.; Laura, G.; Brown, D.; Bryce, J.; Darwish, A.; Furman, T.; Johnson, J.; Porter, W.; von Damm, K.

2007-12-01

The Transforming Earth System Science Education (TESSE) project, a partnership between faculty at the University of New Hampshire, Pennsylvania State University, Elizabeth City State University and Dillard University, is designed to enrich the professional development of in-service and pre-service Earth science teachers. One goal of this effort is to help teachers use an inquiry-based approach to teaching Earth system science in their classrooms. As a part of the TESSE project, 42 pre-service and in-service teachers participated in an intensive two-week summer institute at UNH taught by Earth scientists and science educators from TESSE partnership institutions. The institute included instruction about a range of Earth science system topics as well as an introduction to teaching Earth science using an inquiry-based approach. In addition to providing teachers with information about inquiry-based science teaching in the form of sample lesson plans and opportunities to revise traditional lessons and laboratory exercises to make them more inquiry-based, TESSE instructors modeled an inquiry- based approach in their own teaching as much as possible. By the end of the Institute participants had developed lesson plans, units, or year-long course overviews in which they were expected to explain the ways in which they would include an inquiry-based approach in their Earth science teaching over the course of the school year. As a part of the project, graduate fellows (graduate students in the earth sciences) will work with classroom teachers during the academic year to support their implementation of these plans as well as to assist them in developing a more comprehensive inquiry-based approach in the classroom.

Experimental Comparison of Inquiry and Direct Instruction in Science

ERIC Educational Resources Information Center

Cobern, William W.; Schuster, David; Adams, Betty; Applegate, Brooks; Skjold, Brandy; Undreiu, Adriana; Loving, Cathleen C.; Gobert, Janice D.

2010-01-01

There are continuing educational and political debates about "inquiry" versus "direct" teaching of science. Traditional science instruction has been largely direct but in the US, recent national and state science education standards advocate inquiry throughout K-12 education. While inquiry-based instruction has the advantage of modelling aspects…

Inquiry science as a discourse: New challenges for teachers, students, and the design of curriculum materials

NASA Astrophysics Data System (ADS)

Tzou, Carrie Teh-Li

Science education reform emphasizes learning science through inquiry as a way to engage students in the processes of science at the same time that they learn scientific concepts. However, inquiry involves practices that are challenging for students because they have underlying norms with which students may be unfamiliar. We therefore cannot expect students to know how to engage in such practices simply by giving them opportunities to do so, especially if the norms for inquiry practices violate traditional classroom norms for engaging with scientific ideas. Teachers therefore play a key role in communicating expectations for inquiry. In this dissertation, I present an analytical framework for characterizing two teachers' enactments of an inquiry curriculum. This framework, based on Gee's (1996) notion of Discourses, describes inquiry practices in terms of three dimensions: cognitive, social, and linguistic. I argue that each of these dimensions presents challenges to students and, therefore, sites at which teachers' support is important for students' participation in inquiry practices. I use this framework to analyze two teachers' support of inquiry practices as they enact an inquiry-based curriculum. I explore three questions in my study: (1) what is the nature of teachers' support of inquiry practices? (2) how do teachers accomplish goals along multiple dimensions of inquiry?, and (3) what aspects of inquiry are in tension and how can we describe teachers' practice in terms of the tradeoff spaces between elements of inquiry in tension? In order to study these questions, I studied two eighth grade teachers who both enacted the same inquiry-based science curriculum developed by me and others in the context of a large design-based research project called IQWST (Investigating and Questioning my World through Science and Technology. I found that the teachers provided support for inquiry along all three dimensions, sometimes in ways in which the dimensions were synergistic and sometimes in ways in which the dimensions were in tension. These findings have implications for the design of inquiry science learning environments and for our understanding of what it means for teachers to be "cultural brokers" between students' everyday experiences and classroom science inquiry.

Students Across Borders: A Summer Earth Science Workshop for Hispanic High School Students

NASA Astrophysics Data System (ADS)

Butler, R. F.; Kresan, P.; Baez, A.; Sheppard, P.; Forger, G.; Rendon-Coke, G.; Gray, F.

2003-12-01

Southern Arizona has a high school (HS) population that is 28% Hispanic. However this fast-growing minority group represents only 14% of undergraduate students at the University of Arizona and 11% of science and engineering majors. The Students Across Borders Program was designed to assist Hispanic HS students across borders that often separate them from higher education and careers in science. In June 2003, five person student-teacher teams from Tucson, Yuma, and northern Sonora, Mexico lived in dormitories and participated in a weeklong program based on the University of Arizona campus. Activities included: field trips featuring inquiry-based investigations of geology, water quality, and tree rings; tours of engineering and science laboratories; introduction to student support organizations such as the Society of Hispanic Professional Engineers; and counseling by Career Services and Admissions personnel. Technology training included instruction in web design, digital imaging and online communication tools. Web sites developed by the student teams were presented to participants and families at the conclusion of the on-campus program. Web site development is continuing during the academic year to foster continuing communication between the student teams and presentation of results of follow-on projects assisted by graduate and undergraduate CATTS fellows and university faculty.

Assessing Dimensions of Inquiry Practice by Middle School Science Teachers Engaged in a Professional Development Program

ERIC Educational Resources Information Center

Lakin, Joni M.; Wallace, Carolyn S.

2015-01-01

Inquiry-based teaching promotes students' engagement in problem-solving and investigation as they learn science concepts. Current practice in science teacher education promotes the use of inquiry in the teaching of science. However, the literature suggests that many science teachers hold incomplete or incorrect conceptions of inquiry.…

Influence of subject matter discipline and science content knowledge on National Board Certified science teachers' conceptions, enactment, and goals for inquiry

NASA Astrophysics Data System (ADS)

Breslyn, Wayne Gene

The present study investigated differences in the continuing development of National Board Certified Science Teachers' (NBCSTs) conceptions of inquiry across the disciplines of biology, chemistry, earth science, and physics. The central research question of the study was, "How does a NBCST's science discipline (biology, chemistry, earth science, or physics) influence their conceptions, enactment, and goals for inquiry-based teaching and learning?" A mixed methods approach was used that included an analysis of the National Board portfolio entry, Active Scientific Inquiry, for participants (n=48) achieving certification in the 2007 cohort. The portfolio entry provided detailed documentation of teachers' goals and enactment of an inquiry lesson taught in their classroom. Based on the results from portfolio analysis, participant interviews were conducted with science teachers (n=12) from the 2008 NBCST cohort who represented the science disciplines of biology, chemistry, earth science, and physics. The interviews provided a broader range of contexts to explore teachers' conceptions, enactment, and goals of inquiry. Other factors studied were disciplinary differences in NBCSTs' views of the nature of science, the relation between their science content knowledge and use of inquiry, and changes in their conceptions of inquiry as result of the NB certification process. Findings, based on a situated cognitive framework, suggested that differences exist between biology, chemistry, and earth science teachers' conceptions, enactment, and goals for inquiry. Further, individuals teaching in more than one discipline often held different conceptions of inquiry depending on the discipline in which they were teaching. Implications for the research community include being aware of disciplinary differences in studies on inquiry and exercising caution in generalizing findings across disciplines. In addition, teachers who teach in more than one discipline can highlight the contextual and culturally based nature of teachers' conceptions of inquiry. For the education community, disciplinary differences should be considered in the development of curriculum and professional development. An understanding of disciplinary trends can allow for more targeted and relevant representations of inquiry.

75 FR 13125 - Science Advisory Board Staff Office; Notification of a Public Meeting of the Science Advisory...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-18

... the Evaluation and Comment on EPA's Proposed Research Approach for Studying the Potential Relationships Between Hydraulic Fracturing and Drinking Water Resources AGENCY: Environmental Protection Agency... found on the SAB Web site at http://www.epa.gov/sab . Any inquiry regarding EPA's planned research...

Inquiry-Based Science Instruction in High School Biology Courses: A Multiple Case Study

ERIC Educational Resources Information Center

Aso, Eze

2014-01-01

A lack of research exists about how secondary school science teachers use inquiry-based instruction to improve student learning. The purpose of this qualitative study was to explore how science teachers used inquiry-based instruction to improve student learning in high school biology courses. The conceptual framework was based on Banchi and Bell's…

The 5E Instructional Model: A Learning Cycle Approach for Inquiry-Based Science Teaching

ERIC Educational Resources Information Center

Duran, Lena Ballone; Duran, Emilio

2004-01-01

The implementation of inquiry-based teaching is a major theme in national science education reform documents such as "Project 2061: Science for All Americans" (Rutherford & Alhgren, 1990) and the "National Science Education Standards" (NRC, 1996). These reports argue that inquiry needs to be a central strategy of all…

Coaching to Build Support for Inquiry-Based Teaching

ERIC Educational Resources Information Center

Bransfield, Paula; Holt, Patrice; Nastasi, Patricia

2007-01-01

In teaching science today, the emphasis is on inquiry-based pedagogies, with the expectation that students in the science classroom will be exposed to the theories and practices of scientists in the science community. However, for many science teachers, implementing inquiry in the classroom is a daunting task. In the traditional classroom setting,…

Inquiry-based science: Preparing human capital for the 21 st century and beyond

NASA Astrophysics Data System (ADS)

Boyd, Yolanda F.

High school students need to graduate with 21st century skills to be college and career ready and to be competitive in a global marketplace. A positive trend exists favoring inquiry-based instructional practices that purportedly not only increase science content knowledge, but also 21 st century skill development. A suburban school district, Areal Township (pseudonym), implemented an inquiry-based science program based on this trend; however, the degree to which the program has been meeting students' needs for science content knowledge and 21st century skills development has not been explored. If we were to understand the process by which an inquiry-based science program contributes to attainment of science content and 21st century skill development, then we might be able to improve the delivery of the program and provide a model to be adopted by other schools. Therefore, the purpose of this descriptive case study was to engage with multiple stakeholders to formatively assess the successes and obstacles for helping students to achieve science content and 21st century skills through an inquiry-based curriculum. Using constructivist theory, this study aimed to address the following central research question: How does the implementation of an inquiry-based program within the Areal Township School District (ATSD) support the acquisition of science content knowledge and the development of 21st century skills? This study found that 21st century skill development is embedded in inquiry-based instructional practices. These practices engage students in meaningful learning that spirals in content and is measured using diverse assessments. Time to do inquiry-based science and adequate time for collegial collaboration were obstacles for educators in grades K-5. Other obstacles were turnkey professional development and a lack of ongoing program monitoring, as a result of imposed extrinsic factors from state and federal mandates. Lastly, it was discovered that not all parts of the curriculum adopted a full inquiry-based approach.

Where is our water?

NASA Astrophysics Data System (ADS)

Colli, A.; Spadaro, G.

2012-04-01

C.R.E.A. (Reference Centre for Environmental Education), sponsored by Region Lombardia (Italy), is a reference point for environmental education. Every year different activities and laboratories are offered to Pavia's schools, in collaboration with science teachers in particular with ANISN ones. The wide range of material and techniques in geo and environmental sciences, the speed with which the discipline is developing, and the diversity of the student need a wide range of teaching approaches, including inquiry-, technology-, data-, field-, and game-based activities. The purpose of teaching is not only to provide students with detailed skills and knowledge, but also to let them develop the capability of critical thinking, dealing with controversial issues in a balanced and sensitive manner. An "active", research-based teaching-learning style to bring young people to reflect and act on issues of vital importance for their future is WebQuest, an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web. In the project Mothership Earth students critically evaluate information they found in the web about geo and environment issues and design actions using the information gathered. In November 2011 the teachers and the students of a middle school of Bereguardo, a small town near Pavia, decided to realize a WebQuest about ecological footprint. They calculated the footprint of the food they eat every day: they calculated also the water used (water footprint). WebQuest influenced students' learning performance positively They discovered that animal food need a lot of water and has a very big footprint, so they decided to change their "diet" to make their footprint smaller. For the future we will implement the project, proposing the realization of WebQuest in outdoor: in real situations, students could acquire much more knowledge and experiences, with the aim to improve their lifestyle. Every year laboratories about "Water health" are realized by different pupils in Pavia's schools (age 6-18)."Where is our water?" is a book written by CREA collaborators, a useful tool for teachers to engage students in constructing knowledge, skills and values from direct experience with laboratories and practical activities based on experiential learning (learning by doing).

Demonstrating Inquiry-Based Teaching Competencies in the Life Sciences--Part 2

ERIC Educational Resources Information Center

Thompson, Stephen

2007-01-01

This set of botany demonstrations is a continuation of the inquiry-based lecture activities that provide realistic connections to the history and nature of science and employ technology in data collection. The demonstrations also provide examples of inquiry-based teaching practices in the life sciences. (Contains 5 figures.) [For Part 1, see…

Action Research Study. A Framework To Help Move Teachers toward an Inquiry-Based Science Teaching Approach.

ERIC Educational Resources Information Center

Staten, Mary E.

This action research study developed a framework for moving teachers toward an inquiry-based approach to teaching science, emphasizing elements, strategies, and supports necessary to encourage and sustain teachers' use of inquiry-based science instruction. The study involved a literature review, participant observation, focus group discussions,…

Teacher candidates in an online post-baccalaureate science methods course: Implications for teaching science inquiry with technology

NASA Astrophysics Data System (ADS)

Colon, Erica L.

Online learning is becoming more prevalent in today's education and is changing the way students learn and instructors teach. This study proposed using an informative case study design within a multilevel conceptual framework as teacher candidates were learning to teach and use science inquiry while in an online post-baccalaureate science methods course. The purposes were to (a) explore whether the teacher candidates had a thorough understanding of scientific inquiry and how to implement higher-order thinking skills, (b) examine whether or not the teacher candidates used a variety of computer-based instructional technologies when choosing instructional objectives, and (c) identify barriers that impede teacher candidates from using science inquiry or technology singly, or the ability to incorporate technology into learning science inquiry. The findings indicate that an online approach in preparing science teachers holds great potential for using innovative technology to teach science inquiry. First, the teacher candidates did incorporate essential features of classroom inquiry, however it was limited and varied in the type of inquiry used. Second, of the 86 lesson plans submitted by the teacher candidates, less than twelve percent of the learning objectives involved higher-order skills that promoted science inquiry. Third, results supported that when using technology in their lesson planning, participants had widely varying backgrounds in reference to their familiarity with technology. However, even though each participant used some form or another, the technology used was fairly low level. Finally, when discussing implementing inquiry-based science in the lesson plans, this study identified time as a reason that participants may not be pushing for more inquiry-based lessons. The researcher also identifies that school placements were a huge factor in the amount of inquiry-based skills coded in the lesson plans. The study concludes that online teacher preparation programs hold promise for teacher candidates by providing them knowledge and strategies for implementing innovative technologies to teach science inquiry when designing curriculum. By identifying specific implications for methods course design and implementation, as well as future research, this study contributes to teacher education improvement efforts, and therefore supports changing learning styles of their future students, so-called the iGeneration.

The Science Management Observation Protocol: Using Structured Observations to Improve Teachers' Management of Inquiry-Based Classrooms

ERIC Educational Resources Information Center

Sampson, Victor

2004-01-01

With the publication of the National Science Education Standards and the Benchmarks for Science Literacy, people now have a thorough idea of what an inquiry-based teacher is, and what he or she needs to do within a classroom in order to be successful. However, one major barrier in learning how to become an effective inquiry-based science teacher…

Inquiry-Based Science Education Competencies of Primary School Teachers: A Literature Study and Critical Review of the American National Science Education Standards

ERIC Educational Resources Information Center

Alake-Tuenter, Ester; Biemans, Harm J. A.; Tobi, Hilde; Wals, Arjen E. J.; Oosterheert, Ida; Mulder, Martin

2012-01-01

Inquiry-based science education is an important innovation. Researchers and teachers consider it to be stimulating for pupils' application of research skills, construction of meaning and acquiring scientific knowledge. However, there is ambiguity as to what competencies are required to teach inquiry-based science. Our purpose is to develop a…

Exploring Elementary Pre-Service Teachers' Experiences and Learning Outcomes in a Revised Inquiry-Based Science Lesson: An Action Research

ERIC Educational Resources Information Center

Kazempour, Mahsa; Amirshokoohi, Aidin

2013-01-01

In order for teachers to implement inquiry-based teaching practices, they must have experienced inquiry-based learning especially during science content and methods courses. Although the impacts of inquiry-based instruction on various cognitive and affective domains have been studied and documented little attention has been paid to "how"…

An analysis of elementary teachers' perceptions of teaching science as inquiry

NASA Astrophysics Data System (ADS)

Domjan, Heather Nicole

The purpose of this study is to describe elementary school teachers' perceptions of science as inquiry in science instruction. A descriptive survey research design was used to collect data regarding elementary science teachers' knowledge and beliefs related to inquiry and its role in science education. The written section of the survey was analyzed and interpreted descriptively through phenomenological data and the constant comparative method (Glaser & Strauss, 1967; Lincoln & Guba, 1985). The researcher used the constant comparative method to identify statements, perceptions, and impressions that occurred over time during the study (Janesick, 1994). Ninety-two elementary school teachers who teach science in a large suburban district southwest of Houston, Texas were administered a three part Understanding Science as Inquiry Survey (USAI) developed by the researcher. Participants communicated in writing personal definitions of inquiry in elementary science as well as determined to what extent inquiry was used in four elementary science classroom scenarios. The survey items were based on the following four components of inquiry described by Inquiry and the National Science Education Standards (2000): (1) conceptual knowledge, (2) process skills, (3) nature of science, and (4) affect. The study describes elementary school teachers' perceptions about science as inquiry. Conclusions for Part A of the USAI Survey indicate that participants define inquiry as: mostly process skills, some conceptual knowledge, and very little affect with no perception of the nature of science. The Likert scale ratings for the scenarios in Part B of the USAI Survey reveal that participants have varied perceptions regarding teaching science as inquiry. The written section of Part B reveals participants' perceptions to be similar to that of their Likert scale ratings except in scenario one. The researcher concludes that the participants in this study appear to have an incomplete understanding of teaching science as inquiry. This study suggests that elementary teachers might benefit from increased and sustained professional development programs centered on inquiry teaching strategies. Professional development activities on teaching science as inquiry create opportunities for teachers to confront and develop ways of thinking about inquiry and ultimately enhance inquiry-based teaching in their classrooms.

Differentiated Science Inquiry

ERIC Educational Resources Information Center

Llewellyn, Douglas

2010-01-01

Given that each child learns differently, it makes sense that one type of science instruction does not fit all. Best-selling author Douglas Llewellyn gives teachers standards-based strategies for differentiating inquiry-based science instruction to more effectively meet the needs of all students. This book takes the concept of inquiry-based…

At the Elbows of Scientists: Shaping Science Teachers' Conceptions and Enactment of Inquiry-Based Instruction

ERIC Educational Resources Information Center

McLaughlin, Cheryl A.; MacFadden, Bruce J.

2014-01-01

This study stemmed from concerns among researchers that reform efforts grounded in promoting inquiry as the basis for teaching science have not achieved the desired changes in American science classrooms. Many science teachers assume that they are employing inquiry-based strategies when they use cookbook investigations with highly structured…

Inquiry-Based Science and Technology Enrichment Program for Middle School-Aged Female Students

ERIC Educational Resources Information Center

Kim, Hanna

2016-01-01

This study investigates the effects of an intensive 1-week Inquiry-Based Science and Technology Enrichment Program (InSTEP) designed for middle school-aged female students. InSTEP uses a guided/open inquiry approach that is deepened and redefined as eight sciences and engineering practices in the Next Generation Science Standards, which aimed at…

Impact of instructional Approaches to Teaching Elementary Science on Student Achievement

NASA Astrophysics Data System (ADS)

Kensinger, Seth H.

Strengthening our science education in the United States is essential to the future success of our country in the global marketplace. Immersing our elementary students with research-based quality science instruction is a critical component to build a strong foundation and motivate our students to become interested in science. The research for this study pertained to the type of elementary science instruction in correlation to academic achievement and gender. Through this study, the researcher answered the following questions: 1. What is the difference in achievement for elementary students who have been taught using one of the three science instructional approaches analyzed in this study: traditional science instruction, inquiry-based science instruction with little or no professional development and inquiry-based science instruction with high-quality professional development? 2. What is the difference in student achievement between inquiry-based instruction and non-inquiry based (traditional) instruction? 3. What is the difference in student achievement between inquiry with high quality professional development and inquiry with little or no professional development? 4. Do the three instructional approaches have differentiated effects across gender? The student achievement was measured using the 2010 fourth grade Pennsylvania System of School Assessment (PSSA) in Science. Data was collected from 15 elementary schools forming three main groupings of similar schools based on the results from the 2009 third grade PSSA in Mathematics and student and community demographics. In addition, five sub-group triads were formed to further analyze the data and each sub-group was composed of schools with matching demographic data. Each triad contained a school using a traditional approach to teaching science, a school utilizing an inquiry science approach with little or no professional development, and a school incorporating inquiry science instruction with high quality professional development. The five schools which provided its students with inquiry science and high quality professional development were Science Its Elementary (SIE) schools, as provided through a grant from the Pennsylvania Department of Education (PDE). The findings of the study indicated that there is evidence to suggest that elementary science achievement improves significantly when teachers have utilized inquiry instruction after receiving high-quality professional development. Specifically, the analysis of the whole group and the majority of the triad sub-groupings did result in a consistent trend to support science instruction utilizing inquiry with high-quality professional development compared to a traditional approach and an inquiry-based approach with little or no professional development. The gender analysis of this study focused on whether or not girls at the elementary school level would perform better than boys depending upon method of science instruction. The study revealed no relationship between approach to teaching science and achievement level based on gender. The whole group results and sub-group triads produced no significant findings for this part of the data analysis.

Formative Assessment to Support Students' Competences in Inquiry-Based Science Education

ERIC Educational Resources Information Center

Grob, Regula; Holmeier, Monika; Labudde, Peter

2017-01-01

Inquiry-based education has been part of innovative science teaching for the last few decades. With the competence orientation now underlying many national curricula, one of the emerging questions is how the development of student competences can be fostered in the context of inquiry-based science education. One approach to supporting students in…

WormClassroom.org: An Inquiry-Rich Educational Web Portal for Research Resources of "Caenorhabditis elegans"

ERIC Educational Resources Information Center

Lu, Fong-Mei; Eliceiri, Kevin W.; Stewart, James; White, John G.

2007-01-01

The utilization of biology research resources, coupled with a "learning by inquiry" approach, has great potential to aid students in gaining an understanding of fundamental biological principles. To help realize this potential, we have developed a Web portal for undergraduate biology education, WormClassroom.org, based on current research…

Professional development, practice, and teacher discourse communities: How an urban high school science teacher negotiated inquiry practice

NASA Astrophysics Data System (ADS)

Deneroff, Victoria Matzenauer

This is an ethnographic case study of one urban high school science teacher who was attempting to use inquiry-based teaching in her practice. Rather than focusing on pedagogy, the study examines the social networks and communities of practice in which Marie Gonzalez participated. I make the argument that science teaching is a Discourse (Gee, 1990), and that teaching inquiry science means constructing an identity as a participant in what I call the Discourse of Inquiry. I also use discourse analysis to tease out a Discourse of Traditional Science Teaching. I conclude that the Traditional and Inquiry Discourses mediate a teacher's ideas of what it means to teach, and that, while Inquiry teachers are "bilingual", that is, able to participate in both Discourses, Traditional teachers are deaf to the Discourse of Inquiry. Moreover, in my study there is convincing evidence that administrators charged with evaluation were also unfamiliar with the Discourse of Inquiry and were therefore unable to provide support for Marie's inquiry practice. In light of these findings, it is not at all surprising that Marie found it quite difficult to use inquiry-based pedagogy. In order for teachers to adopt discourse-based reforms such as inquiry, the Discourse must be available to teachers in their workplaces.

How to Support Primary Teachers' Implementation of Inquiry: Teachers' Reflections on Teaching Cooperative Inquiry-Based Science

ERIC Educational Resources Information Center

Gillies, Robyn M.; Nichols, Kim

2015-01-01

Many primary teachers face challenges in teaching inquiry science, often because they believe that they do not have the content knowledge or pedagogical skills to do so. This is a concern given the emphasis attached to teaching science through inquiry where students do not simply learn about science but also do science. This study reports on the…

Teacher Perceptions of Inquiry and STEM Education in Bangladesh

NASA Astrophysics Data System (ADS)

Shahidullah, Kazi K.

This dissertation reports lower secondary science teachers perceptions of current practice in Dhaka, Bangladesh concerning inquiry and STEM Education in order to establish a baseline of data for reform of science education in Bangladesh. Bangladesh has been trying to incorporate inquiry-based science curricula since the 1970s. Over time, the science curricula also aligned with different international science education movements such as Science for All, Scientific Literacy, Science, Technology, and Society. Science, Technology, Engineering, and Mathematics (STEM) is the most recent science education movement in international science education. This study explored current practices and perceptions of lower secondary science teachers in order to establish a baseline of current practice so that future reform recommendations may be pursued and recommendations made for Bangladesh to overcome the inquiry-based challenges and to incorporate new STEM-based science education trends happening in the US and throughout the world. The study explored science teachers perceptions and readiness to transform their science classrooms based on self-reported survey. The survey utilized Likert-type scale with range 1 (very strongly disagree) to 6 (very strongly agree) among four hundred lower secondary science teachers, teacher training college faculty, and university faculty. The data is presented in four different categories: curriculum, instruction, assessment, and professional development. Results indicated that the participants understand and practice a certain level of inquiry in their science classrooms, though they do not have adequate professional development. Participants also stated that they do not have sufficient instructional materials and the curriculum is not articulated enough to support inquiry. On the other hand, the participants reported that they understand and practice a certain degree of inquiry and STEM-based science education, but they also state that the current curriculum and instructional materials are not sufficient to practice inquiry nor to integrate more than one or two disciplines with science as is required in STEM integrated teaching. Finally, this study recommends a framework for science education reform for Bangladesh based upon a combination of successful international science education reformation practices.

Determinants of Benin elementary school science teachers' orientation toward inquiry-based instructional practices

NASA Astrophysics Data System (ADS)

Gado, Issaou

The Republic of Benin (West Africa) undertook a nationwide curriculum reform that put an emphasis on inquiry-based instructional practices. Little, if any, research has been conducted to explore factors that could be related to teachers' orientation toward inquiry instructional practices. The purpose of this research study was to investigate factors and concerns that determine Benin elementary school teachers' orientation toward the use of inquiry-based instruction in the teaching of science. The study followed a naturalistic inquiry methodology combining a correlational ex post facto design and an observational case-study design. The theory of Planned Behavior was the conceptual framework used to design the study. Two hundred (N = 200) elementary school teachers and three (n = 3) case study participants were purposively selected. Data was gathered via the Revised Science Attitude Scale (Thompson & Shrigley, 1986), the Science Teachers' Ideological Preference Scale (Jones & Harty, 1978), open-ended questions, interviews, and classroom observations using audiorecorders, videorecorders, and the researcher-contextualized version of the Observational System for the Analysis of Classroom Instruction (Hough, 1966). Qualitative and quantitative data provided a deeper understanding of participants' responses. Quantitative measures indicated that Benin elementary school teachers have positive attitudes toward school science, significant positive orientation toward both inquiry-based instruction and traditional non inquiry-based instruction, and higher orientation toward inquiry-based instruction than traditional non inquiry-based instruction. Attitude toward handling materials for investigations was found to significantly contribute to the prediction of participants' inquiry orientation. Qualitative analyses of participants' responses indicated that the expectations of educational leaders, individual motivation to comply with the program, a perceived control of the performance of inquiry-based activities, students' inquiry outcome expectancy or likelihood of occurrence in the classroom, the pedagogical structure of the program, and the student-centeredness of the program were potential motivational factors that could explain participants' orientation toward inquiry-based instruction. Four major concerns---lack of materials for teaching, lack of training in the process and strategy of inquiry, overloaded curriculum content, students' linguistic difficulties---were perceived obstacles in implementing inquiry-based instruction. Implications for transformative curriculum practices are discussed.

Talking Science: Developing a Discourse of Inquiry

ERIC Educational Resources Information Center

Hackling, Mark; Smith, Pru; Murcia, Karen

2010-01-01

A key principle of inquiry-based science education is that the process of inquiry must include opportunities for the exploration of questions and ideas, as well as reasoning with ideas and evidence. Teaching and learning Science therefore involves teachers managing a discourse that supports inquiry and students engaging in talk that facilitates…

Physiology Should Be Taught as Science Is Practiced: An Inquiry-Based Activity to Investigate the "Alkaline Tide"

ERIC Educational Resources Information Center

Lujan, Heidi L.; DiCarlo, Stephen E.

2015-01-01

The American Association for the Advancement of Science (AAAS) strongly recommends that "science be taught as science is practiced." This means that the teaching approach must be consistent with the nature of scientific inquiry. In this article, the authors describe how they added scientific inquiry to a large lecture-based physiology…

Comparing an Inquiry-Based Approach Known as the Science Writing Heuristic to Traditional Science Teaching Practices: Are There Differences?

ERIC Educational Resources Information Center

Akkus, Recai; Gunel, Murat; Hand, Brian

2007-01-01

Many state and federal governments have mandated in such documents as the National Science Education Standards that inquiry strategies should be the focus of the teaching of science within school classrooms. The difficult part for success is changing teacher practices from perceived traditional ways of teaching to more inquiry-based approaches.…

Teachers and Technology Use in Secondary Science Classrooms: Investigating the Experiences of Middle School Science Teachers Implementing the Web-based Inquiry Science Environment (WISE)

NASA Astrophysics Data System (ADS)

Schulz, Rachel Corinne

This study investigated the intended teacher use of a technology-enhanced learning tool, Web-based Inquiry Science Environment (WISE), and the first experiences of teachers new to using it and untrained in its use. The purpose of the study was to learn more about the factors embedded into the design of the technology that enabled it or hindered it from being used as intended. The qualitative research design applied grounded theory methods. Using theoretical sampling and a constant comparative analysis, a document review of WISE website led to a model of intended teacher use. The experiences of four middle school science teachers as they enacted WISE for the first time were investigated through ethnographic field observations, surveys and interviews using thematic analysis to construct narratives of each teachers use. These narratives were compared to the model of intended teacher use of WISE. This study found two levels of intended teacher uses for WISE. A basic intended use involved having student running the project to completion while the teacher provides feedback and assesses student learning. A more optimal description of intended use involved the supplementing the core curriculum with WISE as well as enhancing the core scope and sequence of instruction and aligning assessment with the goals of instruction through WISE. Moreover, WISE projects were optimally intended to be facilitated through student-centered teaching practices and inquiry-based instruction in a collaborative learning environment. It is also optimally intended for these projects to be shared with other colleagues for feedback and iterative development towards improving the Knowledge Integration of students. Of the four teachers who participated in this study, only one demonstrated the use of WISE as intended in the most basic way. This teacher also demonstrated the use of WISE in a number of optimal ways. Teacher confusion with certain tools available within WISE suggests that there may be a way to develop the user experience through these touch points and help teachers learn how to use the technology as they are selecting and setting up a project run. Further research may study whether improving these touch points can improve the teachers' use of WISE as intended both basically and optimally. It may also study whether or not teacher in basic and optimal ways directly impact student learning results.

4-H Science Inquiry Video Series

ERIC Educational Resources Information Center

Green, Jeremy W.; Black, Lynette; Willis, Patrick

2013-01-01

Studies support science inquiry as a positive method and approach for 4-H professionals and volunteers to use for teaching science-based practices to youth. The development of a science inquiry video series has yielded positive results as it relates to youth development education and science. The video series highlights how to conduct science-rich…

Kindergarten Teachers' Understanding of the Elements of Implementing Inquiry-Based Science Instruction

NASA Astrophysics Data System (ADS)

Blevins, Kathryn

The purpose of this basic qualitative research study was to identify the extent to which kindergarten teachers understand and implement inquiry-based instruction in their science classrooms. This study was conducted in response to the indication that traditional didactic teaching methods were not enough to adequately prepare American students to compete in the global economy. Inquiry is a teaching method that could prepare students for the critical thinking skills needed to enter society in the 21st century. It is vital that teachers be sufficiently trained in teaching using the necessary components of inquiry-based instruction. This study could be used to inform leaders in educational administration of the gaps in teachers' understanding as it pertains to inquiry, thus allowing for the delivery of professional development that will address teachers' needs. Existing literature on inquiry-based instruction provides minimal information on kindergarten teachers' understanding and usage of inquiry to teach science content, and this information would be necessary to inform administrators in their response to supporting teachers in the implementation of inquiry. The primary research question for this study was "To what extent do kindergarten teachers understand the elements of implementing inquiry-based lessons in science instruction?" The 10 participants in this study were all kindergarten teachers in a midsized school district in the Mid-Atlantic region of the United States. Data were collected using face-to-face semistructured interviews, observations of the teachers implementing what they perceived to be inquiry-based instruction, and the analysis of lesson plans to indicate the components used to plan for inquiry-instruction. The findings of this study indicated that while teachers believed inquiry to be a beneficial method for teaching science, they did not understand the components of inquiry and tended to implement lesson plans created at the district level. By analyzing the findings of this study, it became evident that kindergarten teachers could benefit from scaffolded, ongoing professional development focusing on the components of inquiry and how to implement inquiry in their science instruction.

What Students Really Think about Doing Research

ERIC Educational Resources Information Center

Bernard, Warren

2011-01-01

There are many types of inquiry activities out there: Demonstrations, guided or scaffolded inquiry labs, open- or free-inquiry labs, and problem-based or project-based learning activities are all staples in science education. The importance of inquiry is highlighted in such documents as the National Science Education Standards (NRC 1996) and the…

Urban Schools' Teachers Enacting Project-Based Science

ERIC Educational Resources Information Center

Tal, Tali; Krajcik, Joseph S.; Blumenfeld, Phyllis C.

2006-01-01

What teaching practices foster inquiry and promote students to learn challenging subject matter in urban schools? Inquiry-based instruction and successful inquiry learning and teaching in project-based science (PBS) were described in previous studies (Brown & Campione, [1990]; Crawford, [1999]; Krajcik, Blumenfeld, Marx, Bass, & Fredricks,…

Inquiry-Based Science and Technology Enrichment Program: Green Earth Enhanced with Inquiry and Technology

NASA Astrophysics Data System (ADS)

Kim, Hanna

2011-12-01

This study investigated the effectiveness of a guided inquiry integrated with technology, in terms of female middle-school students' attitudes toward science/scientists and content knowledge regarding selective science concepts (e.g., Greenhouse Effect, Air/Water Quality, Alternative Energy, and Human Health). Thirty-five female students who were entering eighth grade attended an intensive, 1-week Inquiry-Based Science and Technology Enrichment Program which used a main theme, "Green Earth Enhanced with Inquiry and Technology." We used pre- and post-attitude surveys, pre- and post-science content knowledge tests, and selective interviews to collect data and measure changes in students' attitudes and content knowledge. The study results indicated that at the post-intervention measures, participants significantly improved their attitudes toward science and science-related careers and increased their content knowledge of selected science concepts ( p < .05).

Understanding the Development of a Hybrid Practice of Inquiry-Based Science Instruction and Language Development: A Case Study of One Teacher's Journey Through Reflections on Classroom Practice

NASA Astrophysics Data System (ADS)

Capitelli, Sarah; Hooper, Paula; Rankin, Lynn; Austin, Marilyn; Caven, Gennifer

2016-04-01

This qualitative case study looks closely at an elementary teacher who participated in professional development experiences that helped her develop a hybrid practice of using inquiry-based science to teach both science content and English language development (ELD) to her students, many of whom are English language learners (ELLs). This case study examines the teacher's reflections on her teaching and her students' learning as she engaged her students in science learning and supported their developing language skills. It explicates the professional learning experiences that supported the development of this hybrid practice. Closely examining the pedagogical practice and reflections of a teacher who is developing an inquiry-based approach to both science learning and language development can provide insights into how teachers come to integrate their professional development experiences with their classroom expertise in order to create a hybrid inquiry-based science ELD practice. This qualitative case study contributes to the emerging scholarship on the development of teacher practice of inquiry-based science instruction as a vehicle for both science instruction and ELD for ELLs. This study demonstrates how an effective teaching practice that supports both the science and language learning of students can develop from ongoing professional learning experiences that are grounded in current perspectives about language development and that immerse teachers in an inquiry-based approach to learning and instruction. Additionally, this case study also underscores the important role that professional learning opportunities can play in supporting teachers in developing a deeper understanding of the affordances that inquiry-based science can provide for language development.

Moving from answer finding to sensemaking: Supporting middle school students' online inquiry

NASA Astrophysics Data System (ADS)

Zhang, Meilan

Online inquiry, use of the Web as an information source to conduct inquiry for a scientific question, has become increasingly common in middle schools in recent years. However, while valuable Web resources provide unprecedented learning opportunities, easy access to information does not guarantee learning. Previous research has found that middle school students tend to use the Web in a superficial manner. To address the challenges that students face in online inquiry, this study explored several supporting strategies implemented in Digital IdeaKeeper, a scaffolded software tool to help students move from passively finding a ready-made answer to actively making sense of the information they encounter through support for inquiry planning, information search, analysis, and synthesis. This study examined the differences and similarities between regular online inquiry and supported online inquiry performed by several sixth-graders in real classroom settings. Four pairs from a sixth grade class used IdeaKeeper for their online inquiry project, and another four pairs from a different sixth grade class taught by the same teacher used regular online search engines only. Both groups worked on the same science topic-water, and the entire project lasted about four weeks. During that time, students in both groups used computers for about 10-14 days to conduct online research. Multiple sources of data were collected, including video recordings of students' computer activities and conversations, students' artifacts, log files and student final writings. Several themes emerged from the data analysis. First, the findings refer to the importance of providing a structure for students' online inquiry, to promote a more integrated, efficient, continuous, metacognitive and engaging online inquiry. In addition, guidance is important to promote more careful, thorough, and purposeful online reading, Overall, the results suggest that middle school students' online inquiry needs to be structured and their online reading needs to be guided. However, challenges still remain to engage students in high-level critical thinking in online inquiry, because some prompts designed to guide students' reading do not seem effective. Implications of the research findings are discussed.

Assessing the Effectiveness of a Mathematics-Focused, Instructional Technology Program for Grades 6-8: A 5-Year Trend Analysis of NASA CONNECT(tm) Evaluation Data

NASA Technical Reports Server (NTRS)

Glassman, Nanci A.; Perry, Jeannine B.; Giersch, Christopher E.; Lambert, Matthew A.; Pinelli, Thomas E.

2004-01-01

NASA CONNECT is a research-, inquiry, and standards-based, integrated mathematics, science, and technology series of 30-minute instructional distance learning (television and web-based) programs for students in grades 6 8. Respondents who evaluated the programs in the series over the first five seasons (1998-99 through 2002-03) reported that (1) they used the programs in the series; (2) the goals and objectives for the series were met; (3) the programs were aligned with the national mathematics, science, and technology standards; (4) the program content was developmentally appropriate for the grade level; and (5) the programs in the series enhanced and enriched the teaching of mathematics, science, and technology.

Inquiry-Based Instruction and High Stakes Testing

NASA Astrophysics Data System (ADS)

Cothern, Rebecca L.

Science education is a key to economic success for a country in terms of promoting advances in national industry and technology and maximizing competitive advantage in a global marketplace. The December 2010 Program for International Student Assessment (PISA) ranked the United States 23rd of 65 countries in science. That dismal standing in science proficiency impedes the ability of American school graduates to compete in the global market place. Furthermore, the implementation of high stakes testing in science mandated by the 2007 No Child Left Behind (NCLB) Act has created an additional need for educators to find effective science pedagogy. Research has shown that inquiry-based science instruction is one of the predominant science instructional methods. Inquiry-based instruction is a multifaceted teaching method with its theoretical foundation in constructivism. A correlational survey research design was used to determine the relationship between levels of inquiry-based science instruction and student performance on a standardized state science test. A self-report survey, using a Likert-type scale, was completed by 26 fifth grade teachers. Participants' responses were analyzed and grouped as high, medium, or low level inquiry instruction. The unit of analysis for the achievement variable was the student scale score average from the state science test. Spearman's Rho correlation data showed a positive relationship between the level of inquiry-based instruction and student achievement on the state assessment. The findings can assist teachers and administrators by providing additional research on the benefits of the inquiry-based instructional method. Implications for positive social change include increases in student proficiency and decision-making skills related to science policy issues which can help make them more competitive in the global marketplace.

The Effect on Elementary Science Education Based on Student's Pre-Inquiry

ERIC Educational Resources Information Center

Kang, Houn Tae; Noh, Suk Goo

2017-01-01

In this research, after extracting the pre-inquiries (student-level question) for which students had curiosity in the elementary science and analyzing their correlation with the elementary science curriculum, highly correlated inquiries (meaningful pre-inquiries) were selected and applied in class. After organizing an experiment group and a…

Teacher challenges, perceptions, and use of science models in middle school classrooms about climate, weather, and energy concepts

NASA Astrophysics Data System (ADS)

Yarker, Morgan Brown

Research suggests that scientific models and modeling should be topics covered in K-12 classrooms as part of a comprehensive science curriculum. It is especially important when talking about topics in weather and climate, where computer and forecast models are the center of attention. There are several approaches to model based inquiry, but it can be argued, theoretically, that science models can be effectively implemented into any approach to inquiry if they are utilized appropriately. Yet, it remains to be explored how science models are actually implemented in classrooms. This study qualitatively looks at three middle school science teachers' use of science models with various approaches to inquiry during their weather and climate units. Results indicate that the teacher who used the most elements of inquiry used models in a way that aligned best with the theoretical framework than the teachers who used fewer elements of inquiry. The theoretical framework compares an approach to argument-based inquiry to model-based inquiry, which argues that the approaches are essentially identical, so teachers who use inquiry should be able to apply model-based inquiry using the same approach. However, none of the teachers in this study had a complete understanding of the role models play in authentic science inquiry, therefore students were not explicitly exposed to the ideas that models can be used to make predictions about, and are representations of, a natural phenomenon. Rather, models were explicitly used to explain concepts to students or have students explain concepts to the teacher or to each other. Additionally, models were used as a focal point for conversation between students, usually as they were creating, modifying, or using models. Teachers were not observed asking students to evaluate models. Since science models are an important aspect of understanding science, it is important that teachers not only know how to implement models into an inquiry environment, but also understand the characteristics of science models so that they can explicitly teach the concept of modeling to students. This study suggests that better pre-service and in-service teacher education is needed to prepare students to teach about science models effectively.

Using Inquiry-Based Instruction for Teaching Science to Students with Learning Disabilities

ERIC Educational Resources Information Center

Aydeniz, Mehmet; Cihak, David F.; Graham, Shannon C.; Retinger, Larryn

2012-01-01

The purpose of this study was to examine the effects of inquiry-based science instruction for five elementary students with learning disabilities (LD). Students participated in a series of inquiry-based activities targeting conceptual and application-based understanding of simple electric circuits, conductors and insulators, parallel circuits, and…

Challenges and Support When Teaching Science Through an Integrated Inquiry and Literacy Approach

NASA Astrophysics Data System (ADS)

Ødegaard, Marianne; Haug, Berit; Mork, Sonja M.; Ove Sørvik, Gard

2014-12-01

In the Budding Science and Literacy project, we explored how working with an integrated inquiry-based science and literacy approach may challenge and support the teaching and learning of science at the classroom level. By studying the inter-relationship between multiple learning modalities and phases of inquiry, we wished to illuminate possible dynamics between science inquiry and literacy in an integrated science approach. Six teachers and their students were recruited from a professional development course for the current classroom study. The teachers were to try out the Budding Science teaching model. This paper presents an overall video analysis of our material demonstrating variations and patterns of inquiry-based science and literacy activities. Our analysis revealed that multiple learning modalities (read it, write it, do it, and talk it) are used in the integrated approach; oral activities dominate. The inquiry phases shifted throughout the students' investigations, but the consolidating phases of discussion and communication were given less space. The data phase of inquiry seems essential as a driving force for engaging in science learning in consolidating situations. The multiple learning modalities were integrated in all inquiry phases, but to a greater extent in preparation and data. Our results indicate that literacy activities embedded in science inquiry provide support for teaching and learning science; however, the greatest challenge for teachers is to find the time and courage to exploit the discussion and communication phases to consolidate the students' conceptual learning.

Closing the Gap: Inquiry in Research and the Secondary Science Classroom

ERIC Educational Resources Information Center

Gengarelly, Lara M.; Abrams, Eleanor D.

2009-01-01

Teaching students how to conduct authentic scientific inquiry is an essential aspect of recent science education reform efforts. Our National Science Foundation-funded GK-12 program paired science graduate students--fellows--with secondary science teachers in order to enhance inquiry-based instruction. This research examined the roles of the…

Inquiry-Based Science: Turning Teachable Moments into Learnable Moments

ERIC Educational Resources Information Center

Haug, Berit S.

2014-01-01

This study examines how an inquiry-based approach to teaching and learning creates teachable moments that can foster conceptual understanding in students, and how teachers capitalize upon these moments. Six elementary school teachers were videotaped as they implemented an integrated inquiry-based science and literacy curriculum in their…

Inquiry-Based Instruction: Does School Environmental Context Matter?

ERIC Educational Resources Information Center

Pea, Celestine H.

2012-01-01

In a larger study on teachers' beliefs about science teaching, one component looks at how school environmental context factors influence inquiry-based science instruction. Research shows that three broad categories of school environmental factors (human, sociocultural, design) impact inquiry-based teaching in some way. A mixed-method, sequential,…

Investigation of Inquiry-Based Science Pedagogy among Middle Level Science Teachers: A Qualitative Study

ERIC Educational Resources Information Center

Weiland, Sunny Minelli

2012-01-01

This study implemented a qualitative approach to examine the phenomenon of "inquiry-based science pedagogy or inquiry instruction" as it has been experienced by individuals. Data was collected through online open-ended surveys, focus groups, and teacher reported self-reflections to answer the research questions: 1) How do middle level…

Assessing Climate Misconceptions of Middle School Learners and Teachers

NASA Astrophysics Data System (ADS)

Sahagian, D. L.; Anastasio, D. J.; Bodzin, A.; Cirucci, L.; Bressler, D.; Dempsey, C.; Peffer, T.

2012-12-01

Middle School students and their teachers are among the many populations in the U.S. with misconceptions regarding the science or even reality of climate change. Teaching climate change science in schools is of paramount importance since all school-age children will eventually assume responsibility for the management and policy-making decisions of our planet. The recently published Framework for K-12 Science Education (National Research Council, 2012) emphasizes the importance of students understanding global climate change and its impacts on society. A preliminary assessment of over a thousand urban middles school students found the following from pretests prior to a climate literacy curriculum: - Do not understand that climate occurs on a time scale of decades (most think it is weeks or months) -Do not know the main atmospheric contributors to global warming -Do not understand the role of greenhouse gases as major contributors to increasing Earth's surface temperature -Do not understand the role of water vapor to trap heat and add to the greenhouse effect -Cannot identify some of the human activities that increase the amount of CO2 -Cannot identify sources of carbon emissions produced by US citizens -Cannot describe human activities that are causing the long-term increase of carbon -dioxide levels over the last 100 years -Cannot describe carbon reduction strategies that are feasible for lowering the levels of carbon dioxide in the atmosphere To address the lack of a well-designed middle school science climate change curriculum that can be used to help teachers promote the teaching and learning of important climate change concepts, we developed a 20-day Environmental Literacy and Inquiry (ELI): Climate Change curriculum in partnership with a local school district. Comprehension increased significantly from pre- to post-test after enactment of the ELI curriculum in the classrooms. This work is part of an ongoing systemic curriculum reform initiative to promote (1) environmental literacy and inquiry and (2) foster the development of geospatial thinking and reasoning using geospatial technologies as an essential component of the middle school science curriculum. The curriculum is designed to align instructional materials and assessments with learning goals. The following frameworks were used to provide guidelines for the climate change science content in addition to the science inquiry upon which schools must focus: Climate Literacy: The Essential Principles of Climate Sciences (U.S. Global Change Research Program, 2009) and the AAAS Project 2061 Communicating and Learning About Global Climate Change (AAAS, 2007). The curriculum is a coherent sequence of learning activities that include climate change investigations with Google Earth, Web-based interactivities that include an online carbon emissions calculator and a Web-based geologic time-line, and inquiry-based ("hands-on") laboratories. The climate change science topics include the atmosphere, Earth system energy balance, weather, greenhouse gases, paleoclimatology, and "humans and climate". It is hoped that with a solid foundation of climate science in the classroom, middle school learners will be in a position to evaluate new scientific discoveries, emerging data sets, and reasonably assess information and misinformation by which they are surrounded on a daily basis.

Science Teachers' Views and Stereotypes of Religion, Scientists and Scientific Research: A Call for Scientist-Science Teacher Partnerships to Promote Inquiry-Based Learning

ERIC Educational Resources Information Center

Mansour, Nasser

2015-01-01

Despite a growing consensus regarding the value of inquiry-based learning (IBL) for students' learning and engagement in the science classroom, the implementation of such practices continues to be a challenge. If science teachers are to use IBL to develop students' inquiry practices and encourage them to think and act as scientists, a better…

RITES: Online (Reaching In-Service Teachers With Earth Sciences Online)

NASA Astrophysics Data System (ADS)

Baptiste, H.

2002-12-01

The RITES: Online project team (Drs. H. Prentice Baptiste, Susan Brown, Jennifer Villa) believe that the power of technology could not be effectively utilized unless it is grounded in new models of teaching and learning based on a student centered and project based curriculum, that increases opportunities for active, hands-on learning and respect for multiculturalism. We subscribe to an inquiry approach to learning. Specifically, science teaching should actively engage the learners in activities that draw on multiple abilities and learning styles. Recent brain-based research has shown that human beings construct knowledge through actions and interactions within their environment. Learning occurs in communities, and new ideas are linked to previous knowledge and constructed by the learner. Knowledge is acquired by making connections. We believe the aforementioned ideas and points to be equally true for the inservice teachers participating in the RITES: Online project as well as for their students. The ESSEA science courses are delivered by distance learning via the university WebCt distance education system. Teachers are encouraged to use technology in their classrooms and to record their students' involvement in science activities with digital cameras. Teachers involved in the ESSEA courses are engaged in earth science inquiry activities relevant to the four spheres (atmosphere, lithosphere, biosphere, hydrosphere) with the students in their classes. This presentation will highlight the teachers in the roles of designer, researcher, and collaborator. As a result of our courses our teachers attain the following positive outcomes: 1) Teachers experience the inquiry approach to learning about the spheres of our earth. 2) Teachers become confident in using technology. 3) Teachers learn to work cooperatively in-groups and understand what their own students must feel. 4) Teachers find ways to obtain dynamic professional development and not leave their classrooms or homes. 5) Teachers develop relationships with other teachers that have an interest in teaching science and a learning community evolves.

Interactive Mapping of the Planets: An Online Activity Using the Google Earth Platform

NASA Astrophysics Data System (ADS)

Osinski, G. R.; Gilbert, A.; Harrison, T. N.; Mader, M. M.; Shankar, B.; Tornabene, L. L.

2013-12-01

With funding from the Natural Sciences and Engineering Research Council of Canada's PromoScience program and support from the Department of Earth Sciences at The University of Western Ontario, the Centre for Planetary Science and Exploration (CPSX) has developed a new web-based initiative called Interactive Mapping of the Planets (IMAPS). Additional components include in person school visits to deliver inquiry-based workshops, week-long summer camps, and pre-prepared impact rock lending kits, all framed around the IMAPS activity. IMAPS will is now in beta testing mode and will be demonstrated in this session. The general objective of the online activity is for participants to plan and design a rover mission to Mars based on a given mission goal - e.g., to find evidence for past water flow. The activity begins with participants receiving image-analysis training to learn about the different landforms on Mars and which ones are potentially caused by water flow. They then need to pass a short test to show they can consistently identify Martian landforms. From there, the participants choose a landing site and plan a traverse - utilizing the free Google Earth plug-in - and taking into account factors such as hazards and their sites of interest. A mission control blog will provide updates on the status of their mission and a 'choose your rover' option provides the opportunity to unlock more advanced rovers by collaborating with other scientists and rating their missions. Indeed, evaluation of missions will be done using a crowd-sourcing method. In addition to being fully accessible online, CPSX will also target primary- and secondary-school grades in which astronomy and space science is taught. Teachers in K-12 classrooms will be able to sign-up for the activity ahead of time in order to receive a workshop package, which will guide them on how to use the IMAPS online activity with their class. Teachers will be able to set up groups for their classroom so that they can evaluate their students based on pre-determined criteria. The IMAPS activities are developed in partnerships with the Department of Earth Sciences at Western University, Sports Western, the Thames Valley District School Board, and Dimentians Web Marketing and Design. We are continually looking for new collaborators to help design or test our inquiry- and web-based activities, provide feedback on our programs, or volunteer with us. Please contact cpsxoutreach@uwo.ca if you are interested.

The effect of inquiry based science instruction on student understanding

NASA Astrophysics Data System (ADS)

Nail, Jessica Lynette

According to the TIMSS Study (2007), the United States is falling behind in the subjects of math and science. In order for the students in the United States to develop scientific literacy and remain competitive globally, inquiry must be the priority when teaching science (NRC, 1996; AAAS, 1990). The main purpose of this research was to see if inquiry-based instruction in the science classroom had a significant effect on student understanding and retention of information in a rural school in Virginia. The effect of inquiry-based science instruction on gender was also examined. The researcher implemented a four-week, inquiry-based unit on Virginia Sol 6.7, written in the 5 E learning style to 358 sixth-grade students and compared their posttest gains and delayed posttest scores to a control group consisting of 268 students. The control group received traditional teaching methods. The results for the posttest gains produced a p = 0.01. Therefore, there was a significant difference in the experimental group, which received the treatment, when compared to the control group, which did not receive treatment. A t test was also used to compare the delayed test scores of the experimental group to the control group. The results showed a p < 0.0001 when comparing the experimental group, which received the four-week inquiry-based science instruction treatment, to the control, which did not receive the treatment. This t test showed a very highly significant difference between the experimental group and the control group. Based on these results, it is imperative that Virginia begin implementing inquiry-based instruction in the science classroom.

Field Trips Online.

ERIC Educational Resources Information Center

Munson, Bruce H.; Huber, Richard; Axler, Richard; Host, George; Hagley, Cynthia; Moore, Chris; Merrick, Glenn

2003-01-01

Suggests the use of Internet-based inquiry lessons to explore water quality. Acknowledges that inquiry occurs along a continuum ranging from open to structured. Uses river water quality data from the website, Water on the Web. (DDR)

The Effect of Inquiry-Based Learning Experiences on Adolescents' Science-Related Career Aspiration in the Finnish Context

ERIC Educational Resources Information Center

Kang, Jingoo; Keinonen, Tuula

2017-01-01

Much research has been conducted to investigate the effects of inquiry-based learning on students' attitude towards science and future involvement in the science field, but few of them conducted in-depth studies including young learners' socio-cognitive background to explore mechanisms which explain how inquiry experiences influence on career…

A Science Teacher's Wisdom of Practice in Teaching Inquiry-Based Oceanography.

ERIC Educational Resources Information Center

Nelson, Tamara Holmlund

Inquiry-based research is recommended as a method for helping more students understand the nature of science as well as learn the substance of scientific knowledge, yet there is much to learn about how teachers might adapt inquiry for science teaching and what teachers need to know in order to do this. This case study of an exemplary teacher's…

Scaffolded Inquiry-Based Instruction with Technology: A Signature Pedagogy for STEM Education

ERIC Educational Resources Information Center

Crippen, Kent J.; Archambault, Leanna

2012-01-01

Inquiry-based instruction has become a hallmark of science education and increasingly of integrated content areas, including science, technology, engineering, and mathematics (STEM) education. Because inquiry-based instruction very clearly contains surface, deep, and implicit structures as well as engages students to think and act like scientists,…

Kuwaiti Science Teachers' Beliefs and Intentions Regarding the Use of Inquiry-Based Instruction

ERIC Educational Resources Information Center

Alhendal, Dalal; Marshman, Margaret; Grootenboer, Peter

2016-01-01

To improve the quality of education, the Kuwaiti Ministry of Education has encouraged schools to implement inquiry-based instruction. This study identifies psychosocial factors that predict teachers' intention to use inquiry-based instruction in their science classrooms. An adapted model of Ajzen's (1985) theory of planned behaviour--the Science…

The Impact of an Inquiry-Based Geoscience Field Course on Pre-Service Teachers

ERIC Educational Resources Information Center

Nugent, Gwen; Toland, Michael D.; Levy, Richard; Kunz, Gina; Harwood, David; Green, Denise; Kitts, Kathy

2012-01-01

The purpose of this quasi-experimental study was to determine the effects of a field-based, inquiry-focused course on pre-service teachers' geoscience content knowledge, attitude toward science, confidence in teaching science, and inquiry understanding and skills. The field-based course was designed to provide students with opportunities to…

RITES: Online (Reaching In-service Teachers with Earth Sciences Online)

NASA Astrophysics Data System (ADS)

Baptiste, H.

2003-12-01

The RITES: Online project team (Drs. H. Prentice Baptiste, Susan Brown, Jennifer Villa) believed that the power of technology could not be effectively utilized unless it was grounded in new models of teaching and learning based on a student centered and project based curriculum, that increased opportunities for active, hands-on learning and respect for multiculturalism. We subscribe to an inquiry approach to learning. Specifically, science teaching should actively engage the learners in activities that draw on multiple abilities and learning styles. Recent brain-based research has shown that human beings construct knowledge through actions and interactions within their environment. Learning occurs in communities, and new ideas are linked to previous knowledge and constructed by the learner. Knowledge is acquired by making connections. We believed the aforementioned ideas and points to be equally true for the teacher candidates and inservice teachers participating in the RITES: Online project as well as for their students. The ESSEA science courses were delivered by distance learning via the university WebCt distance education system to teacher candidates (preservice teachers) and inservice teachers. Teacher candidates and inservice teachers were encouraged to use technology when involving their students in science inquiry activities and to record their students' involvement in science activities with digital cameras. Teacher candidates and inservice teachers involve in the ESSEA courses are engaged in earth science inquiry activities relevant to the four spheres (atmosphere, lithosphere, biosphere, hydrosphere) with the students in their classes. This presentation will highlight teacher candidates and inservice teachers in the roles of designer, researcher, and collaborator. Examples of student works will also be a part of the Power point presentation. As a result of our courses our teachers have attained the following positive outcomes: 1) Teacher candidates and inservice teachers are experiencing the inquiry approach to learning about the spheres of our earth. 2) Teacher candidates and inservice teachers are becoming confident in using technology. 3) Teacher candidates and inservice teachers are learning to work cooperatively in-groups and understand what their own students must feel. 4) Teacher candidates and inservice teachers are finding ways to obtain dynamic professional development and not leave their classrooms or homes. 5) Teacher candidates and inservice teachers are developing relationships with other teachers that have an interest in teaching science and a learning community is evolving.

Giving Children Space: A Phenomenological Exploration of Student Experiences in Space Science Inquiry

ERIC Educational Resources Information Center

Horne, Christopher R.

2011-01-01

This study explores the experiences of 4th grade students in an inquiry-based space science classroom. At the heart of the study lies the essential question: What is the lived experience of children engaged in the process of space science inquiry? Through the methodology of phenomenological inquiry, the author investigates the essence of the lived…

Issues to Consider in Designing WebQuests: A Literature Review

ERIC Educational Resources Information Center

Kurt, Serhat

2012-01-01

A WebQuest is an inquiry-based online learning technique. This technique has been widely adopted in K-16 education. Therefore, it is important that conditions of effective WebQuest design are defined. Through this article the author presents techniques for improving WebQuest design based on current research. More specifically, the author analyzes…

Preservice Elementary Teachers' Adaptation of Science Curriculum Materials for Inquiry-Based Elementary Science

ERIC Educational Resources Information Center

Forbes, Cory T.

2011-01-01

Curriculum materials are important resources with which teachers make pedagogical decisions about the design of science learning environments. To become well-started beginning elementary teachers capable of engaging their students in inquiry-based science, preservice elementary teachers need to learn to use science curriculum materials…

A study of the long term impact of an inquiry-based science program on student's attitudes towards science and interest in science careers

NASA Astrophysics Data System (ADS)

Gibson, Helen Lussier

One reason science enrichment programs were created was to address the underrepresentation of women and minorities in science. These programs were designed to increase underrepresented groups' interest in science and science careers. One attempt to increase students' interest in science was the Summer Science Exploration Program (SSEP). The SSEP was a two week, inquiry-based summer science camp offered by Hampshire College for students entering grades seven and eight. Students who participated were from three neighboring school districts in Western Massachusetts. The goal of the program was to stimulate greater interest in science and scientific careers among middle school students, in particular among females and students of color. A review of the literature of inquiry-based science programs revealed that the effect of inquiry-based programs on students' attitudes towards science is typically investigated shortly after the end of the treatment period. The findings from this study contribute to our understanding of the long-term impact of inquiry-based science enrichment programs on students' attitude towards science and their interest in science careers. The data collected consisted of quantitative survey data as well as qualitative data through case studies of selected participants from the sample population. This study was guided by the following questions: (1) What was the nature and extent of the impact of the Summer Science Exploration Program (SSEP) on students' attitudes towards science and interest in science careers, in particular among females and students of color? (2) What factors, if any, other than participation in SSEP impacted students' attitude towards science and interest in scientific careers? (3) In what other ways, if any, did the participants benefit from the program? Conclusions drawn from the data indicate that SSEP helped participants maintain a high level of interest in science. In contrast, students who applied but were not accepted showed a decrease in their attitude towards science and their interest in science careers over time, compared to the participants. The interviews suggested that students enjoyed the inquiry-based approach that was used at camp. In addition, students said they found the hands-on inquiry-based approach used at camp more interesting than traditional methods of instruction (lectures and note taking) used at school. Recommendations for future research are presented.

Brokering at the boundary: A prospective science teacher engages students in inquiry

NASA Astrophysics Data System (ADS)

Meis Friedrichsen, Patricia; Munford, Danusa; Orgill, Marykay

2006-05-01

Using a theoretical perspective of communities of practice, this case study examines a prospective chemistry teacher's inquiry-based teaching during his practicum. Conrad was a former student of an inquiry-oriented science course, Inquiry Empowering Technologies (IET). The research questions were (a) How did Conrad translate the IET inquiry practices during his practicum?; (b) How did the mentor teacher shape Conrad's participation?; (c) In what ways did Conrad negotiate new meanings of inquiry as a result of his practicum? Interview transcripts were the primary data source. Conrad carried many of the IET inquiry practices into his practicum. He equated inquiry with the use of evidence and had students create evidence-based explanations for how soap works. He chose not to incorporate the tentative nature of science. Although traditional in his own teaching, the mentor teacher supported Conrad by allowing him to teach through inquiry and by removing time constraints. As a result of his practicum, Conrad negotiated new meanings of inquiry teaching and developed an expanded view of technology. Conrad believed that high school students needed guidance when engaging in inquiry and that the tentative nature of science does not transfer to secondary chemistry. Implications for theory and practice are given.

Relationship between teacher preparedness and inquiry-based instructional practices to students' science achievement: Evidence from TIMSS 2007

NASA Astrophysics Data System (ADS)

Martin, Lynn A.

The purpose of this study was to examine the relationship between teachers' self-reported preparedness for teaching science content and their instructional practices to the science achievement of eighth grade science students in the United States as demonstrated by TIMSS 2007. Six hundred eighty-seven eighth grade science teachers in the United States representing 7,377 students responded to the TIMSS 2007 questionnaire about their instructional preparedness and their instructional practices. Quantitative data were reported. Through correlation analysis, the researcher found statistically significant positive relationships emerge between eighth grade science teachers' main area of study and their self-reported beliefs about their preparedness to teach that same content area. Another correlation analysis found a statistically significant negative relationship existed between teachers' self-reported use of inquiry-based instruction and preparedness to teach chemistry, physics and earth science. Another correlation analysis discovered a statistically significant positive relationship existed between physics preparedness and student science achievement. Finally, a correlation analysis found a statistically significant positive relationship existed between science teachers' self-reported implementation of inquiry-based instructional practices and student achievement. The data findings support the conclusion that teachers who have feelings of preparedness to teach science content and implement more inquiry-based instruction and less didactic instruction produce high achieving science students. As science teachers obtain the appropriate knowledge in science content and pedagogy, science teachers will feel prepared and will implement inquiry-based instruction in science classrooms.

Urban schools' teachers enacting project-based science

NASA Astrophysics Data System (ADS)

Tal, Tali; Krajcik, Joseph S.; Blumenfeld, Phyllis C.

2006-09-01

What teaching practices foster inquiry and promote students to learn challenging subject matter in urban schools? Inquiry-based instruction and successful inquiry learning and teaching in project-based science (PBS) were described in previous studies (Brown & Campione, [1990]; Crawford, [1999]; Krajcik, Blumenfeld, Marx, Bass, & Fredricks, [1998]; Krajcik, Blumenfeld, Marx, & Solloway, [1994]; Minstrell & van Zee, [2000]). In this article, we describe the characteristics of inquiry teaching practices that promote student learning in urban schools. Teaching is a major factor that affects both achievement of and attitude of students toward science (Tamir, [1998]). Our involvement in reform in a large urban district includes the development of suitable learning materials and providing continuous and practiced-based professional development (Fishman & Davis, in press; van Es, Reiser, Matese, & Gomez, [2002]). Urban schools face particular challenges when enacting inquiry-based teaching practices like those espoused in PBS. In this article, we describe two case studies of urban teachers whose students achieved high gains on pre- and posttests and who demonstrated a great deal of preparedness and commitment to their students. Teachers' attempts to help their students to perform well are described and analyzed. The teachers we discuss work in a school district that strives to bring about reform in mathematics and science through systemic reform. The Center for Learning Technologies in Urban Schools (LeTUS) collaborates with the Detroit Public Schools to bring about reform in middle-school science. Through this collaboration, diverse populations of urban-school students learn science through inquiry-oriented projects and the use of various educational learning technologies. For inquiry-based science to succeed in urban schools, teachers must play an important role in enacting the curriculum while addressing the unique needs of students. The aim of this article is to describe patterns of good science teaching in urban school.

Modeling "Tiktaalik": Using a Model-Based Inquiry Approach to Engage Community College Students in the Practices of Science during an Evolution Unit

ERIC Educational Resources Information Center

Baze, Christina L.; Gray, Ron

2018-01-01

Inquiry methods have been successful in improving science literacy in students of all ages. Model-Based Inquiry (MBI) is an instructional model that engages students in the practices of science through the collaborative development of scientific models to explain an anchoring phenomenon. Student ideas are tested through engagement in content-rich…

Deepening Inquiry: What Processes of Making Music Can Teach Us about Creativity and Ontology for Inquiry Based Science Education

ERIC Educational Resources Information Center

Gershon, Walter S.; Oded, Ben-Horin

2014-01-01

Drawing from their respective work at the intersection of music and science, the coauthors argue that engaging in processes of making music can help students more deeply engage in the kinds of creativity associated with inquiry based science education (IBSE) and scientists better convey their ideas to others. Of equal importance, the processes of…

Inquiry-Based Examination of Chemical Disruption of Bacterial Biofilms

ERIC Educational Resources Information Center

Redelman, Carly V.; Hawkins, Misty A. W.; Drumwright, Franklin R.; Ransdell, Beverly; Marrs, Kathleen; Anderson, Gregory G.

2012-01-01

Inquiry-based instruction in the sciences has been demonstrated as a successful educational strategy to use for both high school and college science classrooms. As participants in the NSF Graduate STEM Fellows in K-12 Education (GK-12) Program, we were tasked with creating novel inquiry-based activities for high school classrooms. As a way to…

Chemistry Teachers' Perceived Benefits and Challenges of Inquiry-Based Instruction in Inclusive Chemistry Classrooms

ERIC Educational Resources Information Center

Mumba, F.; Banda, A.; Chabalengula, V. M.

2015-01-01

Studies on inquiry-based instruction in inclusive science teaching have mainly focused on elementary and middle school levels. Little is known about inquiry-based instruction in high school inclusive science classes. Yet, such classes have become the norm in high schools, fulfilling the instructional needs of students with mild disabilities. This…

The Relationship of Teacher-Facilitated, Inquiry-Based Instruction to Student Higher-Order Thinking

ERIC Educational Resources Information Center

Marshall, Jeff C.; Horton, Robert M.

2011-01-01

Commissions, studies, and reports continue to call for inquiry-based learning approaches in science and math that challenge students to think critically and deeply. While working with a group of middle school science and math teachers, we conducted more than 100 classroom observations, assessing several attributes of inquiry-based instruction. We…

Abductive Science Inquiry Using Mobile Devices in the Classroom

ERIC Educational Resources Information Center

Ahmed, Sohaib; Parsons, David

2013-01-01

Recent advancements in digital technology have attracted the interest of educators and researchers to develop technology-assisted inquiry-based learning environments in the domain of school science education. Traditionally, school science education has followed deductive and inductive forms of inquiry investigation, while the abductive form of…

Bringing Inquiry Science to K-5 Classrooms

NASA Astrophysics Data System (ADS)

Schachtel, Paula L.; Messina, D. L.; McDermott, L. C.

2006-12-01

As a science coach in the Seattle School District, I am responsible for helping other elementary teachers teach science. For several years, I have been participating in a program that consists of intensive NSF Summer Institutes and an ongoing academic-year Continuation Course. Teachers in this program work through modules in Physics by Inquiry, a research-based curriculum developed by the Physics Education Group at the University of Washington.1 I will discuss how this type of professional development has deepened my understanding of topics in physical science, helped me to teach science by inquiry to my own students, and enabled me to assist my colleagues in implementing inquiry science in their K-5 classrooms. Sponsored by Lillian C. McDermott. 1. A research-based curriculum developed by L.C. McDermott and the Physics Education Group at the University of Washington, Physics by Inquiry, New York, NY, John Wiley & Sons, Inc. (1996.)

Investigation of effective strategies for developing creative science thinking

NASA Astrophysics Data System (ADS)

Yang, Kuay-Keng; Lee, Ling; Hong, Zuway-R.; Lin, Huann-shyang

2016-09-01

The purpose of this study was to explore the effectiveness of the creative inquiry-based science teaching on students' creative science thinking and science inquiry performance. A quasi-experimental design consisting one experimental group (N = 20) and one comparison group (N = 24) with pretest and post-test was conducted. The framework of the intervention focused on potential strategies such as promoting divergent and convergent thinking and providing an open, inquiry-based learning environment that are recommended by the literature. Results revealed that the experimental group students outperformed their counterparts in the comparison group on the performances of science inquiry and convergent thinking. Additional qualitative data analyses from classroom observations and case teacher interviews identified supportive teaching strategies (e.g. facilitating associative thinking, sharing impressive ideas, encouraging evidence-based conclusions, and reviewing and commenting on group presentations) for developing students' creative science thinking.

A phenomenological study of assessment methods in the inquiry-based science classroom: How do educators decide?

NASA Astrophysics Data System (ADS)

Tash, Gina G.

The purpose of this phenomenological study was to describe the experiences of science educators as they select and develop assessment methods for inquiry learning. Balancing preparations for standardized tests and authentic inquiry assessment experiences can be challenging for science educators. The review of literature revealed that current research focused on instructional methods and assessment, students' assessment experiences, and teachers' instructional methods experiences. There remains a gap in current literature regarding the experiences of science educators as they select and develop assessment methods for inquiry learning. This study filled the gap by providing a description of the experiences of science educators as they select and develop assessments for inquiry learning. The participants in this study were 16 fifth through eighth grade science teachers who participate in the Alabama Math, Science, and Technology Initiative (AMSTI) in northwest Alabama. A phenomenological research method was chosen in order to describe the experiences of AMSTI science teachers as they select and develop assessments for inquiry learning. Data were collected through interviews and focus group discussions. The data analysis used a modified Stevick-Colaizzi-Keen framework. The results showed AMSTI science teachers use a variety of assessment resources and methods, feel pressures to meet Adequate Yearly Progress (AYP), and implement varying degrees of change in their assessment process due to No Child Left Behind (NCLB). Contributing a positive social change, this study's findings supplied science teachers with descriptions of successful inquiry classrooms and creative assessments that correspond to inquiry-based learning methods.

Challenges and Support When Teaching Science through an Integrated Inquiry and Literacy Approach

ERIC Educational Resources Information Center

Ødegaard, Marianne; Haug, Berit; Mork, Sonja M.; Sørvik, Gard Ove

2014-01-01

In the Budding Science and Literacy project, we explored how working with an integrated inquiry-based science and literacy approach may challenge and support the teaching and learning of science at the classroom level. By studying the inter-relationship between multiple learning modalities and phases of inquiry, we wished to illuminate possible…

Presto: Open Inquiry!

ERIC Educational Resources Information Center

Hermann, Ronald S.; Miranda, Rommel J.

2010-01-01

Although inquiry-based science teaching has been around since the 1960s, many teachers are slow to incorporate inquiry principles into their science lessons. The authors address this issue by using an analogy between a magician's card trick and open inquiry. This analogy was chosen to portray a difference of perspective and demonstrate how the…

A well-started beginning elementary teacher's beliefs and practices in relation to reform recommendations about inquiry-based science

NASA Astrophysics Data System (ADS)

Avraamidou, Lucy

2017-06-01

Given reform recommendations emphasizing scientific inquiry and empirical evidence pointing to the difficulties beginning teachers face in enacting inquiry-based science, this study explores a well-started beginning elementary teacher's (Sofia) beliefs about inquiry-based science and related instructional practices. In order to explore Sofia's beliefs and instructional practices, several kinds of data were collected in a period of 9 months: a self-portrait and an accompanying narrative, a personal philosophy assignment, three interviews, three journal entries, ten lesson plans, and ten videotaped classroom observations. The analysis of these data showed that Sofia's beliefs and instructional practices were reform-minded. She articulated contemporary beliefs about scientific inquiry and how children learn science and was able to translate these beliefs into practice. Central to Sofia's beliefs about science teaching were scientific inquiry and engaging students in investigations with authentic data, with a prevalent emphasis on the role of evidence in the construction of scientific claims. These findings are important to research aiming at supporting teachers, especially beginning ones, to embrace reform recommendations.

The Development of Scientific Literacy through Nature of Science (NoS) within Inquiry Based Learning Approach

NASA Astrophysics Data System (ADS)

Widowati, A.; Widodo, E.; Anjarsari, P.; Setuju

2017-11-01

Understanding of science instructional leading to the formation of student scientific literacy, seems not yet fully understood well by science teachers. Because of this, certainly needs to be reformed because science literacy is a major goal in science education for science education reform. Efforts of development science literacy can be done by help students develop an information conception of the Nature of Science (NoS) and apply inquiry approach. It is expected that students’ science literacy can develop more optimal by combining NoS within inquiry approach. The purpose of this research is to produce scientific literacy development model of NoS within inquiry-based learning. The preparation of learning tools will be maked through Research and Development (R & D) following the 4-D model (Define, Design, Develop, and Disseminate) and Borg & Gall. This study is a follow-up of preliminary research results about the inquiry profile of junior high school students indicating that most categories are quite good. The design of the model NoS within inquiry approach for developing scientific literacy is using MER Model in development educational reconstruction. This research will still proceed to the next stage that is Develop.

Over Reported and Misunderstood? A Study of Teachers' Reported Enactment and Knowledge of Inquiry-Based Science Teaching

ERIC Educational Resources Information Center

Capps, Daniel K.; Shemwell, Jonathan T.; Young, Ashley M.

2016-01-01

Science education reforms worldwide call on teachers to engage students in investigative approaches to instruction, like inquiry. Studies of teacher self-reported enactment indicate that inquiry is used frequently in the classroom, suggesting a high level of proficiency with inquiry that would be amenable to inquiry reform. However, it is unclear…

An Exploration of Students' Science Learning Interest Related to Their Cognitive Anxiety, Cognitive Load, Self-Confidence and Learning Progress Using Inquiry-Based Learning with an iPad

ERIC Educational Resources Information Center

Hong, Jon-Chao; Hwang, Ming-Yueh; Tai, Kai-Hsin; Tsai, Chi-Ruei

2017-01-01

Based on the cognitive-affective theory, the present study designed a science inquiry learning model, "predict-observe-explain" (POE), and implemented it in an app called "WhyWhy" to examine the effectiveness of students' science inquiry learning practice. To understand how POE can affect the cognitive-affective learning…

The effect of conceptual metaphors through guided inquiry on student's conceptual change

NASA Astrophysics Data System (ADS)

Menia, Meli; Mudzakir, Ahmad; Rochintaniawati, Diana

2017-05-01

The purpose of this study was to identify student's conceptual change of global warming after integrated science learning based guided inquiry through conceptual metaphors. This study used a quasi-experimental with a nonequivalent control group design. The subject was students of two classes of one of MTsN Salido. Data was collected using conceptual change test (pretest and posttest), observation sheet to observe the learning processes, questionnaire sheet to identify students responses, and interview to identifyteacher'srespons of science learning with conceptual metaphors. The results showed that science learning based guided inquiry with conceptual metaphors is better than science learning without conceptual metaphors. The average of posttest experimental class was 79,40 and control class was 66,09. The student's conceptual change for two classes changed significantly byusing mann whitney U testwith P= 0,003(P less than sig. value, P< 0,05). This means that there was differenceson student's conceptual changebeetwen integrated science learning based guided inquiry with conceptual metaphors class and integrated science learning without conceptual metaphors class. The study also showed that teachers and studentsgive positive responsesto implementation of integrated science learning based guided inquiry with conceptual metaphors.

Effects of Inquiry-Based Science Instruction on Science Achievement and Interest in Science: Evidence from Qatar

ERIC Educational Resources Information Center

Areepattamannil, Shaljan

2012-01-01

The author sought to investigate the effects of inquiry-based science instruction on science achievement and interest in science of 5,120 adolescents from 85 schools in Qatar. Results of hierarchical linear modeling analyses revealed the substantial positive effects of science teaching and learning with a focus on model or applications and…

The influence inquiry-based science has on elementary teachers' perception of instruction and self-efficacy

NASA Astrophysics Data System (ADS)

Lewis, Felecia J.

The nature and purpose of this study was to examine the self-efficacy of teachers who use an inquiry-based science program to provide authentic experiences within the elementary school setting. It is essential to explore necessary improvements to bring about effective science education. Using a mixed methods study, the researcher conducted interviews with elementary teachers from five elementary schools within the same school district. The interviews focused on the teachers' experiences with inquiry-based science and their perceptions of quality science instruction. The Teachers' Sense of Efficacy Scale was used to collect quantitative data regarding the teachers' perception of instructional practice and student engagement. The study revealed that limited science content knowledge, inadequate professional development, and a low sense of self-efficacy have a substantial effect on teacher outcomes, instructional planning, and ability to motivate students to participate in inquiry-based learning. It will take a collective effort from administrators, teachers, parents, and students to discover ways to improve elementary science education.

The Effectiveness of Guided Inquiry-based Learning Material on Students’ Science Literacy Skills

NASA Astrophysics Data System (ADS)

Aulia, E. V.; Poedjiastoeti, S.; Agustini, R.

2018-01-01

The purpose of this research is to describe the effectiveness of guided inquiry-based learning material to improve students’ science literacy skills on solubility and solubility product concepts. This study used Research and Development (R&D) design and was implemented to the 11th graders of Muhammadiyah 4 Senior High School Surabaya in 2016/2017 academic year with one group pre-test and post-test design. The data collection techniques used were validation, observation, test, and questionnaire. The results of this research showed that the students’ science literacy skills are different after implementation of guided inquiry-based learning material. The guided inquiry-based learning material is effective to improve students’ science literacy skills on solubility and solubility product concepts by getting N-gain score with medium and high category. This improvement caused by the developed learning material such as lesson plan, student worksheet, and science literacy skill tests were categorized as valid and very valid. In addition, each of the learning phases in lesson plan has been well implemented. Therefore, it can be concluded that the guided inquiry-based learning material are effective to improve students’ science literacy skills on solubility and solubility product concepts in senior high school.

Literacy and science: each in the service of the other.

PubMed

Pearson, P David; Moje, Elizabeth; Greenleaf, Cynthia

2010-04-23

We use conceptual and empirical lenses to examine synergies between inquiry science and literacy teaching and learning of K-12 (kindergarten through high school) curriculum. We address two questions: (i) how can reading and writing be used as tools to support inquiry-based science, and (ii) how do reading and writing benefit when embedded in an inquiry-based science setting? After elaborating the theoretical and empirical support for integrated approaches, we discuss how to support their implementation in today's complicated curricular landscape.

Technology-Based Inquiry for Middle School

ERIC Educational Resources Information Center

Christmann, Edwin

2006-01-01

Activities featured in this new compendium--a collection of 26 articles published in Science Scope, NSTA's member journal for middle school teachers--will show how. Technology-Based Inquiry offers fresh approaches that teachers and students can use to explore physical science, Earth and space science, life science, and more. It covers the…

Collaborating to Improve Inquiry-Based Teaching in Elementary Science and Mathematics Methods Courses

ERIC Educational Resources Information Center

Magee, Paula A.; Flessner, Ryan

2012-01-01

This study examines the effect of promoting inquiry-based teaching (IBT) through collaboration between a science methods course and mathematics methods course in an elementary teacher education program. During the collaboration, preservice elementary teacher (PST) candidates experienced 3 different types of inquiry as a way to foster increased…

Science Faculty Belief Systems in a Professional Development Program: Inquiry in College Laboratories

NASA Astrophysics Data System (ADS)

Hutchins, Kristen L.; Friedrichsen, Patricia J.

2012-12-01

The purpose of this study was to investigate how science faculty members' belief systems about inquiry-based teaching changed through their experience in a professional development program. The program was designed to support early career science faculty in learning about inquiry and incorporating an inquiry-based approach to teaching laboratories. Data sources for this qualitative study included three semi-structured interviews, observations during the program and during faculty members' implementation in their courses, and a researcher's journal. In the first phase of data analysis, we created profiles for each of the four participants. Next, we developed assertions, and tested for confirming and disconfirming evidence across the profiles. The assertions indicated that, through the professional development program, participants' knowledge and beliefs about inquiry-based teaching shifted, placing more value on student-directed learning and classroom inquiry. Participants who were internally motivated to participate and held incoming positive attitudes toward the mini-journal inquiry-based approach were more likely to incorporate the approach in their future practice. Students' responses played a critical role in participants' belief systems and their decision to continue using the inquiry-based format. The findings from this study have implications for professional development design.

An Exploration of Elementary Teachers' Beliefs and Perceptions About Science Inquiry: A Mixed Methods Study

NASA Astrophysics Data System (ADS)

Hamadeh, Linda

In order for science-based inquiry instruction to happen on a large scale in elementary classrooms across the country, evidence must be provided that implementing this reform can be realistic and practical, despite the challenges and obstacles teachers may face. This study sought to examine elementary teachers' knowledge and understanding of, attitudes toward, and overall perceptions of inquiry-based science instruction, and how these beliefs influenced their inquiry practice in the classroom. It offered a description and analysis of the approaches elementary science teachers in Islamic schools reported using to promote inquiry within the context of their science classrooms, and addressed the challenges the participating teachers faced when implementing scientific inquiry strategies in their instruction. The research followed a mixed method approach, best described as a sequential two-strand design (Teddlie & Tashakkori, 2006). Sequential mixed designs develop two methodological strands that occur chronologically, and in the case of this research, QUAN→QUAL. Findings from the study supported the notion that the school and/or classroom environment could be a contextual factor that influenced some teachers' classroom beliefs about the feasibility of implementing science inquiry. Moreover, although teacher beliefs are influential, they are malleable and adaptable and influenced primarily by their own personal direct experiences with inquiry instruction or lack of.

Web-Based Inquiry Learning: Facilitating Thoughtful Literacy with WebQuests

ERIC Educational Resources Information Center

Ikpeze, Chinwe H.; Boyd, Fenice B.

2007-01-01

An action research study investigated how the multiple tasks found in WebQuests facilitate fifth-grade students' literacy skills and higher order thinking. Findings indicate that WebQuests are most successful when activities are carefully selected and systematically delivered. Implications for teaching include the necessity for adequate planning,…

Microteaching Lesson Study: An Approach to Prepare Teacher Candidates to Teach Science through Inquiry

ERIC Educational Resources Information Center

Zhou, George; Xu, Judy

2017-01-01

Inquiry-based teaching has become the most recommended approach in science education for a few decades; however, it is not a common practice yet in k-12 school classrooms. In order to prepare future teachers to teach science through inquiry, a Microteaching Lesson Study (MLS) approach was employed in our science methods courses. Instead of asking…

Inquiry-based science instruction and performance literacy for students who are deaf or hard of hearing.

PubMed

Wang, Ye

2011-01-01

Deaf and hard of hearing students, who cannot successfully access and utilize information in print, experience various difficulties in conventional science instruction, which heavily relies on lectures and textbooks. The purpose of the present review is threefold. First, an overview of inquiry-based science instruction reform, including the so-ciohistorical forces behind the movement, is presented. Then, the author examines the empirical research on science education for students who are deaf or hard of hearing from the 1970s to the present and identifies and rates inquiry-based practice. After discussing the difficulty of using science texts with deaf and hard of hearing students, the author introduces a conceptual framework that integrates inquiry-based instruction and the construct of performance literacy. She suggests that this integration should enable students who are deaf or hard of hearing to access the general education curriculum.

The effect of inquiry-based learning experiences on adolescents' science-related career aspiration in the Finnish context

NASA Astrophysics Data System (ADS)

Kang, Jingoo; Keinonen, Tuula

2017-08-01

Much research has been conducted to investigate the effects of inquiry-based learning on students' attitude towards science and future involvement in the science field, but few of them conducted in-depth studies including young learners' socio-cognitive background to explore mechanisms which explain how inquiry experiences influence on career choices. Hence, the aim of this study was to investigate in what ways and to what extent the inquiry learning experiences in school science affect students' future career orientation in the context of socio-cognitive mechanisms based on socio-cognitive career theory(SCCT). For the purpose, Programme for International Student Assessment (PISA) 2015 data were used focusing on science literacy, and the sample of Finnish 15-year-old students (N = 5782) was analysed by structural equation modelling with the hypothesised Inquiry-SCCT model. The results of the study showed that inquiry learning experiences were indicated as a positive predictor for the students' career aspiration, and most of its effects were mediated by outcome expectations. Indeed, although self-efficacy and interest in learning science indicated positive correlations with future aspiration, outcome expectation presented the highest correlation with the science-related career. Gender differences were found in the model, but girls indicated higher outcome expectation and career aspiration than boys in Finland.

Deaf, Hard-of-Hearing, and Hearing Signing Undergraduates’ Attitudes toward Science in Inquiry-Based Biology Laboratory Classes

PubMed Central

Gormally, Cara

2017-01-01

For science learning to be successful, students must develop attitudes toward support future engagement with challenging social issues related to science. This is especially important for increasing participation of students from underrepresented populations. This study investigated how participation in inquiry-based biology laboratory classes affected students’ attitudes toward science, focusing on deaf, hard-of-hearing, and hearing signing students in bilingual learning environments (i.e., taught in American Sign Language and English). Analysis of reflection assignments and interviews revealed that the majority of students developed positive attitudes toward science and scientific attitudes after participating in inquiry-based biology laboratory classes. Attitudinal growth appears to be driven by student value of laboratory activities, repeated direct engagement with scientific inquiry, and peer collaboration. Students perceived that hands-on experimentation involving peer collaboration and a positive, welcoming learning environment were key features of inquiry-based laboratories, affording attitudinal growth. Students who did not perceive biology as useful for their majors, careers, or lives did not develop positive attitudes. Students highlighted the importance of the climate of the learning environment for encouraging student contribution and noted both the benefits and pitfalls of teamwork. Informed by students’ characterizations of their learning experiences, recommendations are made for inquiry-based learning in college biology. PMID:28188279

Sustaining inquiry-based teaching methods in the middle school science classroom

NASA Astrophysics Data System (ADS)

Murphy, Amy Fowler

This dissertation used a combination of case study and phenomenological research methods to investigate how individual teachers of middle school science in the Alabama Math, Science, and Technology Initiative (AMSTI) program sustain their use of inquiry-based methods of teaching and learning. While the overall context for the cases was the AMSTI program, each of the four teacher participants in this study had a unique, individual context as well. The researcher collected data through a series of interviews, multiple-day observations, and curricular materials. The interview data was analyzed to develop a textural, structural, and composite description of the phenomenon. The Reformed Teaching Observation Protocol (RTOP) was used along with the Assesing Inquiry Potential (AIP) questionnaire to determine the level of inquiry-based instruction occuring in the participants classrooms. Analysis of the RTOP data and AIP data indicated all of the participants utilized inquiry-based methods in their classrooms during their observed lessons. The AIP data also indicated the level of inquiry in the AMSTI curricular materials utilized by the participants during the observations was structured inquiry. The findings from the interview data suggested the ability of the participants to sustain their use of structured inquiry was influenced by their experiences with, beliefs about, and understandings of inquiry. This study contributed to the literature by supporting existing studies regarding the influence of teachers' experiences, beliefs, and understandings of inquiry on their classroom practices. The inquiry approach stressed in current reforms in science education targets content knowledge, skills, and processes needed in a future scientifically literate citizenry.

Mentoring and Community: Inquiry as Stance and Science as Inquiry

ERIC Educational Resources Information Center

Melville, Wayne; Bartley, Anthony

2010-01-01

In this article, we investigate how mentoring relationships founded on inquiry as stance can work to emphasize the conditions that promote the development of teachers of science as inquiry. Drawing on data collected through semi-structured interviews, we have developed two narrative case studies based on the two mentoring relationships that exist…

Questioning the Validity of Inquiry Assessment in a High Stakes Physical Sciences Examination

ERIC Educational Resources Information Center

Ramnarain, Umesh

2014-01-01

The South African science curriculum advocates an inquiry-based approach to practical work. Inquiry is a complex and multifaceted activity involving both cognitive and physical activity; thus, paper-and-pencil items do not provide the authentic context for this assessment. This study investigates the construct validity of inquiry-related questions…

The influence of the Inquiry Institute on elementary teachers' perceptions of inquiry learning in the science classroom

NASA Astrophysics Data System (ADS)

Williams-Rossi, Dara

Despite the positive outcomes for inquiry-based science education and recommendations from national and state standards, many teachers continue to rely upon more traditional methods of instruction This causal-comparative study was designed to determine the effects of the Inquiry Institute, a professional development program that is intended to strengthen science teachers' pedagogical knowledge and provide practice with inquiry methods based from a constructivist approach. This study will provide a understanding of a cause and effect relationship within three levels of the independent variable---length of participation in the Inquiry Institute (zero, three, or six days)---to determine whether or not the three groups differ on the dependent variables---beliefs, implementation, and barriers. Quantitative data were collected with the Science Inquiry Survey, a researcher-developed instrument designed to also ascertain qualitative information with the use of open-ended survey items. One-way ANOVAs were applied to the data to test for a significant difference in the means of the three groups. The findings of this study indicate that lengthier professional development in the Inquiry Institute holds the most benefits for the participants.

Inquiry-Based Science and Technology Enrichment Program: Green Earth Enhanced with Inquiry and Technology

ERIC Educational Resources Information Center

Kim, Hanna

2011-01-01

This study investigated the effectiveness of a guided inquiry integrated with technology, in terms of female middle-school students' attitudes toward science/scientists and content knowledge regarding selective science concepts (e.g., Greenhouse Effect, Air/Water Quality, Alternative Energy, and Human Health). Thirty-five female students who were…

Experimental comparison of inquiry and direct instruction in science

NASA Astrophysics Data System (ADS)

Cobern, William W.; Schuster, David; Adams, Betty; Applegate, Brooks; Skjold, Brandy; Undreiu, Adriana; Loving, Cathleen C.; Gobert, Janice D.

2010-04-01

There are continuing educational and political debates about 'inquiry' versus 'direct' teaching of science. Traditional science instruction has been largely direct but in the US, recent national and state science education standards advocate inquiry throughout K-12 education. While inquiry-based instruction has the advantage of modelling aspects of the nature of real scientific inquiry, there is little unconfounded comparative research into the effectiveness and efficiency of the two instructional modes for developing science conceptual understanding. This research undertook a controlled experimental study comparing the efficacy of carefully designed inquiry instruction and equally carefully designed direct instruction in realistic science classroom situations at the middle school grades. The research design addressed common threats to validity. We report on the nature of the instructional units in each mode, research design, methods, classroom implementations, monitoring, assessments, analysis and project findings.

Assessing Gains in Science Teaching Self-Efficacy after Completing an Inquiry-Based Earth Science Course

ERIC Educational Resources Information Center

Gray, Kyle

2017-01-01

Preservice elementary teachers are often required to take an Earth Science content course as part of their teacher education program but typically enter the course with little knowledge of key Earth Science concepts and are uncertain in their ability to teach science. This study investigated whether completing an inquiry-based Earth Science course…

Improving Student Science Literacy through an Inquiry-Based, Integrated Science Curriculum and Review of Science Media.

ERIC Educational Resources Information Center

Bardeen, Karen

This project studied the effects of an inquiry-based, integrated science course on student science literacy. The course was aligned to state and national science standards. The target population consisted of sophomore, junior, and senior high-school students in an upper-middle class suburb of a major Midwestern city. Questionnaires, tests, and…

The convergence of neomillennial learning styles and a multi-user virtual environment

NASA Astrophysics Data System (ADS)

Dieterle, Edward Robert, II

Learning styles influenced and cultivated by immersive technologies have spawned a new area of research, "neomillennial" learning styles (NLS). The present study utilizes a quantitative approach, including principal components analysis and multiple regression/correlation analysis, to investigate NLS. Evidence supporting the arguments laid out in this study derives from a sample of 574 middle grades students from urban, suburban, and rural school settings in North America that participated in the River City Project (RCP) in academic year 2006-07. Central to RCP is an immersive simulation for teaching inquiry-based science and 21st century skills, where success is measured across five dimensions: (a) collaboration, (b) science content understanding, (c) self-efficacy in science, (d) self-efficacy in scientific inquiry, and (e) thoughtfulness of inquiry. Besides taking part in RCP, participating students completed an instrument that generates a profile of their NLS. The resulting profile includes measures of students' fluency in multiple media; the extent to which they prefer learning based on collectively seeking, sieving, and synthesizing experiences; and their tendency toward expression through webs of representations. This study revealed that, on average, a student who prefers: (1) engaging tasks that require creative strategies and seeing and doing things in new ways, while avoiding tasks that involve details, is well suited for learning disease transmission and the scientific method in RCP; (2) distributing attention across multiple tasks that have been prioritized will further his or her belief in their ability to do science by participating via RCP whereas the same conditions may undercut a student who avoids distributing attention across multiple tasks that have been prioritized; (3) to read books, magazines, and newspapers by choice and who score high on measures of their general connectedness with the media is well suited for increasing his or her belief in their ability to complete activities common to practicing scientists in RCP; and (4) (a) engaging tasks that require creative strategies, (b) seeing and doing things in new ways, and (c) distributing attention across multiple tasks that have been prioritized is well suited for increasing his or her use of inquiry and reflection when performing science-related activities in RCP.

The Transformative Potential of Engaging in Science Inquiry-Based Challenges: The ATSE Wonder of Science Challenge

ERIC Educational Resources Information Center

Tomas, Louisa; Jackson, Cliff; Carlisle, Karen

2014-01-01

In 2012, the Australian Academy of Technological Sciences and Engineering (ATSE) piloted the "Wonder of Science Challenge" with a view to enhance school students' interest in Science, Technology, Engineering and Mathematics (STEM). Students in 15 schools across northern Queensland were provided with an inquiry-based research problem and…

The Development and Validation of an Instrument to Measure Preservice Teachers' Self-Efficacy in Regard to The Teaching of Science as Inquiry

NASA Astrophysics Data System (ADS)

Dira Smolleck, Lori; Zembal-Saul, Carla; Yoder, Edgar P.

2006-06-01

The purpose of this study was to develop, validate, and establish the reliability of an instrument that measures preservice teachers' self-efficacy in regard to the teaching of science as inquiry. The instrument, Teaching Science as Inquiry (TSI), is based upon the work of Bandura (1977, 1981, 1982, 1986, 1989, 1995, 1997), Riggs (1988), and Enochs and Riggs (1990). Self-efficacy in regard to the teaching of science as inquiry was measured through the use of a 69-item Likert-type scale instrument designed by the author of the study. Based on the standardized development processes used and the associated evidence, the TSI appears to be a content and construct valid instrument with high internal reliability for use with preservice elementary teachers to assess self-efficacy beliefs in regard to the teaching of science as inquiry.

The Development and Validation of an Instrument to Measure Preservice Teachers' Self-Efficacy in Regard to The Teaching of Science as Inquiry

NASA Astrophysics Data System (ADS)

Smolleck, Lori Dira; Zembal-Saul, Carla; Yoder, Edgar P.

2006-06-01

The purpose of this study was to develop, validate, and establish the reliability of an instrument that measures preservice teachers' self-efficacy in regard to the teaching of science as inquiry. The instrument, Teaching Science as Inquiry (TSI), is based upon the work of Bandura (1977, 1981, 1982, 1986, 1989, 1995, 1997), Riggs (1988), and Enochs and Riggs (1990). Self-efficacy in regard to the teaching of science as inquiry was measured through the use of a 69-item Likert-type scale instrument designed by the author of the study. Based on the standardized development processes used and the associated evidence, the TSI appears to be a content and construct valid instrument with high internal reliability for use with preservice elementary teachers to assess self-efficacy beliefs in regard to the teaching of science as inquiry.

Reforming High School Science for Low-Performing Students Using Inquiry Methods and Communities of Practice

NASA Astrophysics Data System (ADS)

Bolden, Marsha Gail

Some schools fall short of the high demand to increase science scores on state exams because low-performing students enter high school unprepared for high school science. Low-performing students are not successful in high school for many reasons. However, using inquiry methods have improved students' understanding of science concepts. The purpose of this qualitative research study was to investigate the teachers' lived experiences with using inquiry methods to motivate low-performing high school science students in an inquiry-based program called Xtreem Science. Fifteen teachers were selected from the Xtreem Science program, a program designed to assist teachers in motivating struggling science students. The research questions involved understanding (a) teachers' experiences in using inquiry methods, (b) challenges teachers face in using inquiry methods, and (c) how teachers describe student's response to inquiry methods. Strategy of data collection and analysis included capturing and understanding the teachers' feelings, perceptions, and attitudes in their lived experience of teaching using inquiry method and their experience in motivating struggling students. Analysis of interview responses revealed teachers had some good experiences with inquiry and expressed that inquiry impacted their teaching style and approach to topics, and students felt that using inquiry methods impacted student learning for the better. Inquiry gave low-performing students opportunities to catch up and learn information that moved them to the next level of science courses. Implications for positive social change include providing teachers and school district leaders with information to help improve performance of the low performing science students.

Effectiveness and Accountability of the Inquiry-Based Methodology in Middle School Science

ERIC Educational Resources Information Center

Hardin, Cade

2009-01-01

When teaching science, the time allowed for students to make discoveries on their own through the inquiry method directly conflicts with the mandated targets of a broad spectrum of curricula. Research shows that using an inquiry-based approach can encourage student motivation and increase academic achievement (Wolf & Fraser, 2008, Bryant, 2006,…

Transformative Professional Development: Inquiry-Based College Science Teaching Institutes

ERIC Educational Resources Information Center

Zhao, Ningfeng; Witzig, Stephen B.; Weaver, Jan C.; Adams, John E.; Schmidt, Frank

2012-01-01

Two Summer Institutes funded by the National Science Foundation were held for current and future college science faculty. The overall goal was to promote learning and practice of inquiry-based college science teaching. We developed a collaborative and active learning format for participants that involved all phases of the 5E learning cycle of…

The Effect of a Collaborative Mentoring Program on Beginning Science Teachers' Inquiry-based Teaching Practice

NASA Astrophysics Data System (ADS)

Nam, Jeonghee; Seung, Eulsun; Go, MunSuk

2013-03-01

This study investigated how a collaborative mentoring program influenced beginning science teachers' inquiry-based teaching and their reflection on practice. The one-year program consisted of five one-on-one mentoring meetings, weekly science education seminars, weekly mentoring group discussions, and self-evaluation activities. The participants were three beginning science teachers and three mentors at the middle school level (7-9th grades) in an urban area of South Korea. For each beginning teacher, five lessons were evaluated in terms of lesson design/implementation, procedural knowledge, and classroom culture by using the Reformed Teaching Observation Protocol. Five aspects of the beginning teachers' reflections were identified. This study showed that a collaborative mentoring program focusing on inquiry-based science teaching encouraged the beginning teachers to reflect on their own perceptions and teaching practice in terms of inquiry-based science teaching, which led to changes in their teaching practice. This study also highlighted the importance of collaborative interactions between the mentors and the beginning teachers during the mentoring process.

3Hs Education: Examining hands-on, heads-on and hearts-on early childhood science education

NASA Astrophysics Data System (ADS)

Zeynep Inan, Hatice; Inan, Taskin

2015-08-01

Active engagement has become the focus of many early childhood science education curricula and standards. However, active engagement usually emphasizes getting children engaged with science solely through hands-on activities. Active engagement by way of hands, heads, and hearts are kept separate and rarely discussed in terms of getting all to work together, although inquiry-based education and student interest have been accepted as important in science education. The current study is an inquiry-based research. It aims to describe and examine projects and activity stations for preschoolers in a Turkish preschool classroom bringing together the pieces of the puzzle of science education, called here 'Hands-Heads-Hearts-on Science Education'. The study, conducted from a qualitative-interpretivist paradigm, reveals that activity stations and projects create a context for hands-on (active engagement), heads-on (inquiry based or mental-engagement), and hearts-on (interest based) science education. It is found that activity stations and projects, when maintained by appropriate teacher-support, create a playful context in which children can be actively and happily engaged in science-related inquiry.

Evaluating the Effectiveness of the 2003-2004 NASA CONNECT(trademark)Program

NASA Technical Reports Server (NTRS)

Caton, Randall H.; Pinelli, Thomas E.; Giersch, Christopher E.; Holmes, Ellen B.; Lambert, Matthew A.

2005-01-01

NASA CONNECT is an Emmy-award-winning series of instructional (distance learning) programs for grades 6-8. Produced by the NASA Center for Distance Learning, the nine programs in the 2003-2004 NASA CONNECT series are research-, inquiry-, standards-, teacher-, and technology-based and include a 30-minute program, an educator guide containing a hands-on activity, and a web-based component. The 1,500 randomly selected NASA CONNECT registered users were invited to complete an electronic (self-reported) survey that employed a 5-point Likert-type scale. Regarding NASA CONNECT, respondents reported that the programs (1) enhance the teaching of mathematics, science, and technology (4.53); (2) are aligned with the national mathematics, science, and technology standards (4.52); (3) raise student awareness of careers requiring mathematics, science, and technology (4.48); (4) demonstrate the application of mathematics, science, and technology (4.47); and (5) present women and minorities performing challenging engineering and science tasks (4.50).

An Inquiry-Based Contextual Approach as the Primary Mode of Learning Science with Microcomputer-Based Laboratory Technology

ERIC Educational Resources Information Center

Espinoza, Fernando; Quarless, Duncan

2010-01-01

Science instruction can be designed to be laboratory-data driven. We report on an investigation of the use of thematic inquiry-based tasks with active incorporation of mathematics, science, and microcomputer-based laboratory technology in standards-correlated activities that enhanced learning experiences. Activities involved students in two major…

Examining Long-Term Global Climate Change on the Web.

ERIC Educational Resources Information Center

Huntoon, Jacqueline E.; Ridky, Robert K.

2002-01-01

Describes a web-based, inquiry-oriented activity that enables students to examine long-term global climate change. Supports instruction in other topics such as population growth. (Contains 34 references.) (DDR)

The effect of inquiry-based, hands-on labs on achievement in middle school science

NASA Astrophysics Data System (ADS)

Miller, Donna Kaye Green

The purpose of this quasi-experimental study was to measure the difference in science achievement between students who had been taught with an inquiry-based, hands-on pedagogical approach and those who had not. Improving student academic achievement and standardized test scores is the major objective of teachers, parents, school administrators, government entities, and students themselves. One major barrier to this academic success in Georgia, and the entire United States, has been the paucity of success in middle level science classes. Many studies have been conducted to determine the learning approaches that will best enable students to not only acquire a deeper understanding of science concepts, but to equip them to apply that new knowledge in their daily activities. Inquiry-based, hands-on learning involves students participating in activities that reflect methods of scientific investigation. The effective utilization of the inquiry-based learning approach demands inclusion of learners in a self-directed learning environment, the ability to think critically, and an understanding of how to reflect and reason scientifically. The treatment group using an inquiry-based, hands-on program did score slightly higher on the CRCT. However, the results revealed that there was not a significant difference in student achievement. This study showed that the traditionally instructed control group had slightly higher interest in science than the inquiry-based treatment group. The findings of this research study indicated that the NCLB mandates might need to be altered if there are no significant academic gains that result from the use of inquiry-based strategies.

Student cognition and motivation during the Classroom BirdWatch citizen science project

NASA Astrophysics Data System (ADS)

Tomasek, Terry Morton

The purpose of this study was to examine and describe the ways various stakeholders (CBW project developer/coordinator, elementary and middle school teachers, and 5th through 8th grade students) envisioned, implemented and engaged in the citizen science project, eBird/Classroom BirdWatch. A multiple case study mixed-methods research design was used to examine student engagement in the cognitive processes associated with scientific inquiry as part of citizen science participation. Student engagement was described based on a sense of autonomy, competence, relatedness and intrinsic motivation. A goal of this study was to expand the taxonomy of differences between authentic scientific inquiry and simple inquiry to include those inquiry tasks associated with participation in citizen science by describing how students engaged in this type of science. This research study built upon the existing framework of cognitive processes associated with scientific inquiry described by Chinn and Malhotra (2002). This research provides a systematic analysis of the scientific processes and related reasoning tasks associated with the citizen science project eBird and the corresponding curriculum Classroom BirdWatch . Data consisted of responses to surveys, focus group interviews, document analysis and individual interviews. I suggest that citizen science could be an additional form of classroom-based science inquiry that can promote more authentic features of scientific inquiry and engage students in meaningful ways.

Designing for Learner Engagement in Middle School Science: Technology, Inquiry, and the Hierarchies of Engagement

ERIC Educational Resources Information Center

Harmer, Andrea J.; Cates, Ward Mitchell

2007-01-01

Engaging middle-school students in scientific inquiry is typically recognized as important, but difficult. Designed to foster learner engagement, this method used an online, problem-based, science inquiry that investigated the West Nile virus during four weeks of collaborative classroom sessions. The inquiry prototype was authored in WISE, the…

A Template for Open Inquiry: Using Questions to Encourage and Support Inquiry in Earth and Space Science

ERIC Educational Resources Information Center

Hermann, Ronald S.; Miranda, Rommel J.

2010-01-01

This article provides an instructional approach to helping students generate open-inquiry research questions, which the authors call the "open-inquiry question template." This template was created based on their experience teaching high school science and preservice university methods courses. To help teachers implement this template, they…

An educational ethnography of teacher-developed science curriculum implementation: Enacting conceptual change-based science inquiry with Hispanic students

NASA Astrophysics Data System (ADS)

Brunsell, Eric Steven

An achievement gap exists between White and Hispanic students in the United States. Research has shown that improving the quality of instruction for minority students is an effective way to narrow this gap. Science education reform movements emphasize that science should be taught using a science inquiry approach. Extensive research in teaching and learning science also shows that a conceptual change model of teaching is effective in helping students learn science. Finally, research into how Hispanic students learn best has provided a number of suggestions for science instruction. The Inquiry for Conceptual Change model merges these three research strands into a comprehensive yet accessible model for instruction. This study investigates two questions. First, what are teachers' perceptions of science inquiry and its implementation in the classroom? Second, how does the use of the Inquiry for Conceptual Change model affect the learning of students in a predominantly Hispanic, urban neighborhood. Five teachers participated in a professional development project where they developed and implemented a science unit based on the Inquiry for Conceptual Change model. Three units were developed and implemented for this study. This is a qualitative study that included data from interviews, participant reflections and journals, student pre- and post-assessments, and researcher observations. This study provides an in-depth description of the role of professional development in helping teachers understand how science inquiry can be used to improve instructional quality for students in a predominantly Hispanic, urban neighborhood. These teachers demonstrated that it is important for professional development to be collaborative and provide opportunities for teachers to enact and reflect on new teaching paradigms. This study also shows promising results for the ability of the Inquiry for Conceptual Change model to improve student learning.

Designing a WebQuest

ERIC Educational Resources Information Center

Salsovic, Annette R.

2009-01-01

A WebQuest is an inquiry-based lesson plan that uses the Internet. This article explains what a WebQuest is, shows how to create one, and provides an example. When engaged in a WebQuest, students use technology to experience cooperative learning and discovery learning while honing their research, writing, and presentation skills. It has been found…

Evaluating the Effectiveness of the 2000-2001 NASA "Why?" Files Program

NASA Technical Reports Server (NTRS)

Pinelli, Thomas E.; Frank, Kari Lou; Ashcroft, Scott B.; Williams, Amy C.

2002-01-01

NASA 'Why?' Files, a research and standards-based, Emmy-award winning series of 60-minute instructional programs for grades 3-5, introduces students to NASA; integrates mathematics, science, and technology by using Problem-Based Learning (PBL), scientific inquiry, and the scientific method; and motivates students to become critical thinkers and active problem solvers. All four 2000-2001 NASA 'Why?' Files programs include an instructional broadcast, a lesson guide, an interactive web site, plus numerous instructional resources. In March 2001, 1,000 randomly selected program registrants participated in a survey. Of these surveys, 185 (154 usable) met the established cut-off date. Respondents reported that (1) they used the four programs in the 2000-2001 NASA 'Why?' Files series; (2) series goals and objectives were met; (3) programs met national mathematics, science, and technology standards; (4) program content was developmentally appropriate for grade level; and (5) programs enhanced/enriched the teaching of mathematics, science, and technology.

Student's social interaction in inquiry-based science education: how experiences of flow can increase motivation and achievement

NASA Astrophysics Data System (ADS)

Ellwood, Robin; Abrams, Eleanor

2017-02-01

This research investigated how student social interactions within two approaches to an inquiry-based science curriculum could be related to student motivation and achievement outcomes. This qualitative case study consisted of two cases, Off-Campus and On-Campus, and used ethnographic techniques of participant observation. Research participants included eight eighth grade girls, aged 13-14 years old. Data sources included formal and informal participant interviews, participant journal reflections, curriculum artifacts including quizzes, worksheets, and student-generated research posters, digital video and audio recordings, photographs, and researcher field notes. Data were transcribed verbatim and coded, then collapsed into emergent themes using NVIVO 9. The results of this research illustrate how setting conditions that promote focused concentration and communicative interactions can be positively related to student motivation and achievement outcomes in inquiry-based science. Participants in the Off-Campus case experienced more frequent states of focused concentration and out performed their peers in the On-Campus case on 46 % of classroom assignments. Off-Campus participants also designed and implemented a more cognitively complex research project, provided more in-depth analyses of their research results, and expanded their perceptions of what it means to act like a scientist to a greater extent than participants in the On-Campus case. These results can be understood in relation to Flow Theory. Student interactions that promoted the criteria necessary for initiating flow, which included having clearly defined goals, receiving immediate feedback, and maintaining a balance between challenges and skills, fostered enhanced student motivation and achievement outcomes. Implications for science teaching and future research include shifting the current focus in inquiry-based science from a continuum that progresses from teacher-directed to open inquiry experiences to a continuum that also deliberately includes and promotes the necessary criteria for establishing flow. Attending to Flow Theory and incorporating student experiences with flow into inquiry-based science lessons will enhance student motivation and achievement outcomes in science and bolster the success of inquiry-based science.

What Is a Scientific Experiment? The Impact of a Professional Development Course on Teachers' Ability to Design an Inquiry-Based Science Curriculum

ERIC Educational Resources Information Center

Pérez, María del Carmen B.; Furman, Melina

2016-01-01

Designing inquiry-based science lessons can be a challenge for secondary school teachers. In this study we evaluated the development of in-service teachers' lesson plans as they took part in a 10-month professional development course in Peru which engaged teachers in the design of inquiry-based lessons. At the beginning, most teachers designed…

An Inquiry-Based Science Activity Centred on the Effects of Climate Change on Ocean Ecosystems

ERIC Educational Resources Information Center

Boaventura, Diana; Guilherme, Elsa; Faria, Cláudia

2016-01-01

We propose an inquiry-based science activity centred on the effects of climate change on ocean ecosystems. This activity can be used to improve acquisition of knowledge on the effects of climate change and to promote inquiry skills, such as researching, reading and selecting relevant information, identifying a problem, focusing on a research…

Perceptions of Elementary Teachers from an Urban School District in Southern California Regarding Their Inquiry-Based Science Instructional Practices, Assessment Methods, and Professional Development

ERIC Educational Resources Information Center

Ugwu, Romanus Iroabuchi

2012-01-01

The purpose of this mixed-methods study was to describe the perceptions of elementary teachers from an urban school district in Southern California regarding their inquiry-based science instructional practices, assessment methods and professional development. The district's inquiry professional development called the California Mathematics and…

The Proof of the Pudding?: A Case Study of an "At-Risk" Design-Based Inquiry Science Curriculum

ERIC Educational Resources Information Center

Chue, Shien; Lee, Yew-Jin

2013-01-01

When students collaboratively design and build artifacts that require relevant understanding and application of science, many aspects of scientific literacy are developed. Design-based inquiry (DBI) is one such pedagogy that can serve these desired goals of science education well. Focusing on a Projectile Science curriculum previously found to be…

When Science Soars.

ERIC Educational Resources Information Center

Baird, Kate A.; And Others

1997-01-01

Describes an inquiry-based activity involving paper airplanes that has been used as a preservice training tool for instructors of a Native American summer science camp, and as an activity for demonstrating inquiry-based methods in a secondary science methods course. Focuses on Bernoulli's principle which describes how fluids move over and around…

What Kindergarten Students Learn in Inquiry-Based Science Classrooms

ERIC Educational Resources Information Center

Samarapungavan, Ala; Patrick, Helen; Mantzicopoulos, Panayota

2011-01-01

The purpose of this study was to examine how participation in an inquiry-based science program impacts kindergarten students' science learning and motivation. The study was implemented as part of a larger, federally funded research project, the Scientific Literacy Project or SLP (Mantzicopoulos, Patrick, & Samarapungavan, 2005). The study…

Findings from TIMSS 2007: What Drives Utilization of Inquiry-Based Science Instruction?

ERIC Educational Resources Information Center

Kuzhabekova, Aliya

2015-01-01

Prior research has shown that greatest student achievement in sciences is attributed to "inquiry-based instructional approach", in which the goal of science teaching is nurturing attitudes and skills necessary for independent quest for scientific knowledge. While prior research has clearly demonstrated positive instructional effects of…

Barriers Inhibiting Inquiry-Based Science Teaching and Potential Solutions: Perceptions of Positively Inclined Early Adopters

NASA Astrophysics Data System (ADS)

Fitzgerald, Michael; Danaia, Lena; McKinnon, David H.

2017-07-01

In recent years, calls for the adoption of inquiry-based pedagogies in the science classroom have formed a part of the recommendations for large-scale high school science reforms. However, these pedagogies have been problematic to implement at scale. This research explores the perceptions of 34 positively inclined early-adopter teachers in relation to their implementation of inquiry-based pedagogies. The teachers were part of a large-scale Australian high school intervention project based around astronomy. In a series of semi-structured interviews, the teachers identified a number of common barriers that prevented them from implementing inquiry-based approaches. The most important barriers identified include the extreme time restrictions on all scales, the poverty of their common professional development experiences, their lack of good models and definitions for what inquiry-based teaching actually is, and the lack of good resources enabling the capacity for change. Implications for expectations of teachers and their professional learning during educational reform and curriculum change are discussed.

Inquiry-Based Science Education: Scaffolding Pupils' Self-Directed Learning in Open Inquiry

ERIC Educational Resources Information Center

van Uum, Martina S. J.; Verhoeff, Roald P.; Peeters, Marieke

2017-01-01

This paper describes a multiple case study on open inquiry-based learning in primary schools. During open inquiry, teachers often experience difficulties in balancing support and transferring responsibility to pupils' own learning. To facilitate teachers in guiding open inquiry, we developed hard and soft scaffolds. The hard scaffolds consisted of…

Enabling People Who Are Blind to Experience Science Inquiry Learning through Sound-Based Mediation

ERIC Educational Resources Information Center

Levy, S. T.; Lahav, O.

2012-01-01

This paper addresses a central need among people who are blind, access to inquiry-based science learning materials, which are addressed by few other learning environments that use assistive technologies. In this study, we investigated ways in which learning environments based on sound mediation can support science learning by blind people. We used…

Learning Environments and Inquiry Behaviors in Science Inquiry Learning: How Their Interplay Affects the Development of Conceptual Understanding in Physics

ERIC Educational Resources Information Center

Bumbacher, Engin; Salehi, Shima; Wierzchula, Miriam; Blikstein, Paulo

2015-01-01

Studies comparing virtual and physical manipulative environments (VME and PME) in inquiry-based science learning have mostly focused on students' learning outcomes but not on the actual processes they engage in during the learning activities. In this paper, we examined experimentation strategies in an inquiry activity and their relation to…

Content analysis of science material in junior school-based inquiry and science process skills

NASA Astrophysics Data System (ADS)

Patonah, S.; Nuvitalia, D.; Saptaningrum, E.

2018-03-01

The purpose of this research is to obtain the characteristic map of science material content in Junior School which can be optimized using inquiry learning model to tone the science process skill. The research method used in the form of qualitative research on SMP science curriculum document in Indonesia. Documents are reviewed on the basis of the basic competencies of each level as well as their potential to trace the skills of the science process using inquiry learning models. The review was conducted by the research team. The results obtained, science process skills in grade 7 have the potential to be trained using the model of inquiry learning by 74%, 8th grade by 83%, and grade 9 by 75%. For the dominant process skills in each chapter and each level is the observing skill. Follow-up research is used to develop instructional inquiry tools to trace the skills of the science process.

Learning Environment, Attitudes and Achievement among Middle-School Science Students Using Inquiry-Based Laboratory Activities

ERIC Educational Resources Information Center

Wolf, Stephen J.; Fraser, Barry J.

2008-01-01

This study compared inquiry and non-inquiry laboratory teaching in terms of students' perceptions of the classroom learning environment, attitudes toward science, and achievement among middle-school physical science students. Learning environment and attitude scales were found to be valid and related to each other for a sample of 1,434 students in…

Science Teacher Educators' Engagement with Pedagogical Content Knowledge and Scientific Inquiry in Predominantly Paper-Based Distance Learning Programs

ERIC Educational Resources Information Center

Fraser, William J.

2017-01-01

This article focuses on the dilemmas science educators face when having to introduce Pedagogical Content Knowledge (PCK) to science student teachers in a predominantly paper-based distance learning environment. It draws on the premise that science education is bound by the Nature of Science (NOS), and by the Nature of Scientific Inquiry (NOSI).…

A Metasynthesis of the Complementarity of Culturally Responsive and Inquiry-Based Science Education in K-12 Settings: Implications for Advancing Equitable Science Teaching and Learning

ERIC Educational Resources Information Center

Brown, Julie C.

2017-01-01

Employing metasynthesis as a method, this study examined 52 empirical articles on culturally relevant and responsive science education in K-12 settings to determine the nature and scope of complementarity between culturally responsive and inquiry-based science practices (i.e., science and engineering practices identified in the National Research…

A program evaluation of Protovation Camp at an elementary school in North Carolina

NASA Astrophysics Data System (ADS)

Cavoly, Denise Y.

The purpose of this program evaluation was to investigate the impact over time teachers' self-efficacies and the outcome expectancies of those who participated in an inquiry-based, hands-on, constructivist professional development program to learn science content. The hope was that after active participation in this inquiry-based professional development program that provides science inquiry experiences, the teachers, graduate students and elementary students would gain content knowledge, increase self-efficacies, and provide the outcome expectancies of the learning development program that provides science inquiry experiences. The mixed-methods approach used quantitative and qualitative data for campers, which consisted of pre-test and post-test scores on the Test of Science-Related Attitudes (TOSRA), the Draw-A-Scientist Test, Science Process Skills Inventory (SPSI) and content tests based on the camp activities. Additionally, TOSRA scores, Teacher Sense of Efficacy Scale (TSES), and Thinking about Science Survey (TSSI) results for the graduate students and elementary teachers were used along with qualitative data collected from plusdelta charts and interviews to determine the impact of participation in Protovation Camp on teachers and students. Results of the program evaluation indicated that when students were taught inquiry-based lessons that ignite wonder, both their attitudes toward science and their knowledge about science improved. An implication for teacher preparation programs was that practicing inquiry-based lessons on actual elementary students was an important component for teachers and graduate students as they prepare to positively impact student learning in their own classrooms. The findings of this study suggest that it is not just the length of the professional development program that is crucial, but the need for an implementation period while teachers work to transfer the learning to the classroom to their own students is critical to the success of process.

Design and Evaluation of Dedicated Smartphone Applications for Collaborative Science Education

NASA Astrophysics Data System (ADS)

Fertitta, John A., Jr.

2011-12-01

Over the past several years, the use of scientific probes is becoming more common in science classrooms. The goal of teaching with these science probes is to engage students in inquiry-based learning. However, they are often complicated and stationary, forcing experiments to remain in the classroom and limiting their use. The Internet System for Networked Sensor Experimentation (iSENSE) was created to address these limitations. iSENSE is a web-system for storing and visualizing sensor data. The project also includes a hardware package, the PINPoint, that interfaces to existing probes, and acts as a probe itself. As the mobile phone industry continues to advance, we are beginning to see smartphones that are just as powerful, if not more powerful, than many desktop computers. These devices are often equipped with advanced sensors, making them as capable as some science probes at a lower cost. With this background, this thesis explores the use of smartphones in secondary school science classrooms. By collaborating with one teacher, three custom applications were developed for four separate curriculum-based learning activities. The smartphones replaced existing traditional tools and science probes. Some data collected with the smartphones were uploaded to the iSENSE web-system for analysis. Student use of the smartphones and the subsequent scientific visualizations using the iSENSE web-system were observed. A teacher interview was conducted afterward. It was found that a collaborative design process involving the teacher resulted in the successful integration of smartphone applications into learning activities. In one case, the smartphones and use of iSENSE did not improve the students' understanding of the learning objectives. In several others, however, the smartphones out-performed traditional probeware as a data collector, and with the classroom teachers guidance, the iSENSE web-system facilitated more in-depth discussions of the data.

Inquiry and Flow in Science Education

ERIC Educational Resources Information Center

Gyllenpalm, Jakob

2018-01-01

Ellwood's and Abrams's paper, "Students's social interaction in inquiry-based science education: how experiences of flow can increase motivation and achievement," describes two groups of students and their experiences in an extended inquiry unit. For one of these, the Off-Campus group, several educational aspects were enhanced compared…

Making Controlled Experimentation More Informative in Inquiry Investigations

ERIC Educational Resources Information Center

McElhaney, Kevin Wei Hong

2010-01-01

This dissertation incorporates three studies that examine how the design of inquiry based science instruction, dynamic visualizations, and guidance for experimentation contribute to physics students' understanding of science. I designed a week-long, technology-enhanced inquiry module on car collisions that logs students' interactions with a…

Argumentation and Equity in Inquiry-Based Science Instruction: Reasoning Patterns of Teachers and Students

NASA Astrophysics Data System (ADS)

Irish, Tobias E. L.

This multiple case study explores issues of equity in science education through an examination of how teachers' reasoning patterns compare with students' reasoning patterns during inquiry-based lessons. It also examines the ways in which teachers utilize students' cultural and linguistic resources, or funds of knowledge, during inquiry-based lessons and the ways in which students utilize their funds of knowledge, during inquiry-based lessons. Three middle school teachers and a total of 57 middle school students participated in this study. The data collection involved classroom observations and multiple interviews with each of the teachers individually and with small groups of students. The findings indicate that the students are capable of far more complex reasoning than what was elicited by the lessons observed or what was modeled and expected by the teachers, but that during the inquiry-based lessons they conformed to the more simplistic reasoning patterns they perceived as the expected norm of classroom dialogue. The findings also indicate that the students possess funds of knowledge that are relevant to science topics, but very seldom use these funds in the context of their inquiry-based lessons. In addition, the teachers in this study very seldom worked to elicit students' use of their funds in these contexts. The few attempts they did make involved the use of analogies, examples, or questions. The findings from this study have implications for both teachers and teacher educators in that they highlight similarities and differences in reasoning that can help teachers establish instructional congruence and facilitate more equitable science instruction. They also provide insight into how students' cultural and linguistic resources are utilized during inquiry-based science lessons.

Inquiry-based Science Instruction in High School Biology Courses: A Multiple Case Study

NASA Astrophysics Data System (ADS)

Aso, Eze

A lack of research exists about how secondary school science teachers use inquiry-based instruction to improve student learning. The purpose of this qualitative study was to explore how science teachers used inquiry-based instruction to improve student learning in high school biology courses. The conceptual framework was based on Banchi and Bell's model of increasing levels of complexity for inquiry-based instruction. A multiple case study research design was conducted of biology programs at 3 high schools in an urban school district in the northeastern region of the United States. Participants included 2 biology teachers from each of the 3 high schools. Data were collected from individual interviews with biology teachers, observations of lessons in biology, and documents related to state standards, assessments, and professional development. The first level of data analysis involved coding and categorizing the interview and observation data. A content analysis was used for the documents. The second level of data analysis involved examining data across all sources and all cases for themes and discrepancies. According to study findings, biology teachers used confirmation, structure, and guided inquiry to improve student learning. However, they found open inquiry challenging and frustrating to implement because professional development about scaffolding of instruction over time was needed, and students' reading and writing skills needed to improve. This study contributes to positive social change by providing educators and researchers with a deeper understanding about how to scaffold levels of inquiry-based science instruction in order to help students become scientifically literate citizens.

Inquiry-based science in the middle grades: Assessment of learning in urban systemic reform

NASA Astrophysics Data System (ADS)

Marx, Ronald W.; Blumenfeld, Phyllis C.; Krajcik, Joseph S.; Fishman, Barry; Soloway, Elliot; Geier, Robert; Tali Tal, Revital

2004-12-01

Science education standards established by American Association for the Advancement of Science (AAAS) and the National Research Council (NRC) urge less emphasis on memorizing scientific facts and more emphasis on students investigating the everyday world and developing deep understanding from their inquiries. These approaches to instruction challenge teachers and students, particularly urban students who often have additional challenges related to poverty. We report data on student learning spanning 3 years from a science education reform collaboration with the Detroit Public Schools. Data were collected from nearly 8,000 students who participated in inquiry-based and technology-infused curriculum units that were collaboratively developed by district personnel and staff from the University of Michigan as part of a larger, district-wide systemic reform effort in science education. The results show statistically significant increases on curriculum-based test scores for each year of participation. Moreover, the strength of the effects grew over the years, as evidenced by increasing effect size estimates across the years. The findings indicate that students who historically are low achievers in science can succeed in standards-based, inquiry science when curriculum is carefully developed and aligned with professional development and district policies. Additional longitudinal research on the development of student understanding over multiple inquiry projects, the progress of teacher enactment over time, and the effect of changes in the policy and administrative environment would further contribute to the intellectual and practical tools necessary to implement meaningful standards-based systemic reform in science.

The effects of inquiry instruction on student learning in technology-based undergraduate chemistry laboratories

NASA Astrophysics Data System (ADS)

Meade, Karen Marie

The purpose of this study was to identify conceptual and attitudinal effects of inquiry learning in technology-based undergraduate chemistry laboratories. There were 428 participants who were registered in general chemistry laboratory at the University of Iowa in the Spring of 2002. Conceptual and attitudinal pretest and posttest results were quantitative in nature. Qualitative results were collected from questionnaires and focus groups. Quantitative data were analyzed using a repeated measures analysis of variance to identify differences between treatment groups. A high-inquiry treatment group was open-ended and required student decisions regarding data collection, data representation, and interpretation. The low-inquiry treatment involved collaboration and traditional learning strategies. Major findings of this study were: (1) Pretest to posttest conceptual gains were significant for both treatment groups. Low-inquiry students performed significantly better on exploration questions than high-inquiry students. (2) Process skills developed at higher levels for high-inquiry students than low-inquiry students. (3) Positive attitudes decreased significantly for all students from pretest to posttest. More favorable attitudes toward science enjoyment and the ability to do well in science were found for high-inquiry students. More favorable attitudes toward science enjoyment and the ability to do well in science were found for low-inquiry males and high-inquiry females. (4) More favorable attitudes toward the nature of science caused by use of the learning cycle were reported by high-inquiry students. (5) Low-inquiry students reported more favorable attitudes toward technologies in the laboratory than did high-inquiry students. Favorable attitudes toward the use of infrared spectrometers and unfavorable attitudes toward the use of pH meters were reported by both treatment groups. (6) More formal reasoning skills were reported by high-inquiry students. Both groups reported that looking for patterns was a common theme in the laboratories. Hypotheses were reported as rarely used by both treatment groups. These findings are significant because they indicate that inquiry activities positively affect attitudes toward science, gender equality, and contribute to the development of formal reasoning skills and process skills.

The Effect of Student-Centered Approaches on Students' Interest and Achievement in Science: Relevant Topic-Based, Open and Guided Inquiry-Based, and Discussion-Based Approaches

NASA Astrophysics Data System (ADS)

Kang, Jingoo; Keinonen, Tuula

2017-04-01

Since students have lost their interest in school science, several student-centered approaches, such as using topics that are relevant for students, inquiry-based learning, and discussion-based learning have been implemented to attract pupils into science. However, the effect of these approaches was usually measured in small-scale research, and thus, the large-scale evidence supporting student-centered approaches in general use is insufficient. Accordingly, this study aimed to investigate the effect of student-centered approaches on students' interest and achievement by analyzing a large-scale data set derived from Program for International Student Assessment (PISA) 2006, to add evidence for advocating these approaches in school science, and to generalize the effects on a large population. We used Finnish PISA 2006 data, which is the most recent data that measures science literacy and that contains relevant variables for the constructs of this study. As a consequence of the factor analyses, four teaching methods were grouped as student-centered approaches (relevant topic-based, open and guided inquiry-based, and discussion-based approaches in school science) from the Finnish PISA 2006 sample. The structural equation modeling result indicated that using topics relevant for students positively affected students' interest and achievement in science. Guided inquiry-based learning was also indicated as a strong positive predictor for students' achievement, and its effect was also positively associated with students' interest. On the other hand, open inquiry-based learning was indicated as a strong negative predictor for students' achievement, as was using discussion in school science. Implications and limitations of the study were discussed.

Instructional Approaches on Science Performance, Attitude and Inquiry Ability in a Computer-Supported Collaborative Learning Environment

ERIC Educational Resources Information Center

Chen, Ching-Huei; Chen, Chia-Ying

2012-01-01

This study examined the effects of an inquiry-based learning (IBL) approach compared to that of a problem-based learning (PBL) approach on learner performance, attitude toward science and inquiry ability. Ninety-six students from three 7th-grade classes at a public school were randomly assigned to two experimental groups and one control group. All…

The Relative Effects of Inquiry-Based and Commonplace Science Teaching on Students' Knowledge, Reasoning and Argumentation about Sleep Concepts: A Randomized Control Trial

ERIC Educational Resources Information Center

Wilson, Christopher D.; Taylor, Joseph A.; Kowalski, Susan M.; Carlson, Janet

2009-01-01

From Dewey to the Standards, inquiry has been an increasingly prominent theme in multiple science education reform movements, yet the transition from theory and advocacy to practice and policy has been disappointing. While there is a growing body of research which suggests that student understanding is enhanced by inquiry-based teaching, only…

WebQuests: Tools for Differentiation

ERIC Educational Resources Information Center

Schweizer, Heidi; Kossow, Ben

2007-01-01

This article features the WebQuest, an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet. WebQuests, when properly constructed, are activities, usually authentic in nature, that require the student to use Internet-based resources to deepen their understanding and…

The Role of Investigations in Promoting Inquiry-Based Science Education in Ireland

ERIC Educational Resources Information Center

Kennedy, Declan

2014-01-01

This paper describes recent developments in Ireland to promote a greater interest in science among students in the 12-15 age group by means of practical work involving Inquiry Based Science Education (IBSE). The tasks, know as Investigations, are a component of the assessment of the subject Science which is studied as part of the Junior…

The Relation between Middle School Science Teachers' Science Content Preparation, Professional Development, and Pedagogical Content Knowledge and Their Attitudes and Beliefs towards Inquiry-Based Instruction

ERIC Educational Resources Information Center

Cwik, Lawrence C.

2012-01-01

This study is a quantitative investigation of the relation of middle school science teachers' attitudes and beliefs about inquiry-based instruction to their accumulated amounts of science content preparation, content and pedagogical professional development, and their pedagogical content knowledge. Numerous researchers have found that even though…

Development and Evaluation of an Online, Inquiry-Based Food Safety Education Program for Secondary Teachers and Their Students

ERIC Educational Resources Information Center

Beffa-Negrini, Patricia A.; Cohen, Nancy L.; Laus, Mary Jane; McLandsborough, Lynne A.

2007-01-01

Secondary science teachers who integrate food safety (FS) into curricula can provide FS knowledge and skills to youth while reinforcing science skills and concepts. National science education standards and the Biological Science Curriculum Study 5E Inquiry-based Learning Model were used to design an online training, Food Safety FIRST. The training…

Using the Geoscience Literacy Frameworks and Educational Technologies to Promote Science Literacy in Non-science Major Undergraduates

NASA Astrophysics Data System (ADS)

Carley, S.; Tuddenham, P.; Bishop, K. O.

2008-12-01

In recent years several geoscience communities have been developing ocean, climate, atmosphere and earth science literacy frameworks as enhancements to the National Science Education Standards content standards. Like the older content standards these new geoscience literacy frameworks have focused on K-12 education although they are also intended for informal education and general public audiences. These geoscience literacy frameworks potentially provide a more integrated and less abstract approach to science literacy that may be more suitable for non-science major students that are not pursuing careers in science research or education. They provide a natural link to contemporary environmental issues - e.g., climate change, resource depletion, species and habitat loss, natural hazards, pollution, development of renewable energy, material recycling. The College of Exploration is an education research non-profit that has provided process and technical support for the development of most of these geoscience literacy frameworks. It has a unique perspective on their development. In the last ten years it has also gained considerable national and international expertise in facilitating web-based workshops that support in-depth conversations among educators and working scientists/researchers on important science topics. These workshops have been of enormous value to educators working in K-12, 4-year institutions and community colleges. How can these geoscience literacy frameworks promote more collaborative inquiry-based learning that enhances the appreciation of scientific thinking by non-majors? How can web- and mobile-based education technologies transform the undergraduate non-major survey course into a place where learners begin their passion for science literacy rather than end it? How do we assess science literacy in students and citizens?

The Structure of Scientific Arguments by Secondary Science Teachers: Comparison of experimental and historical science topics

NASA Astrophysics Data System (ADS)

Gray, Ron; Kang, Nam-Hwa

2014-01-01

Just as scientific knowledge is constructed using distinct modes of inquiry (e.g. experimental or historical), arguments constructed during science instruction may vary depending on the mode of inquiry underlying the topic. The purpose of this study was to examine whether and how secondary science teachers construct scientific arguments during instruction differently for topics that rely on experimental or historical modes of inquiry. Four experienced high-school science teachers were observed daily during instructional units for both experimental and historical science topics. The main data sources include classroom observations and teacher interviews. The arguments were analyzed using Toulmin's argumentation pattern revealing specific patterns of arguments in teaching topics relying on these 2 modes of scientific inquiry. The teachers presented arguments to their students that were rather simple in structure but relatively authentic to the 2 different modes. The teachers used far more evidence in teaching topics based on historical inquiry than topics based on experimental inquiry. However, the differences were implicit in their teaching. Furthermore, their arguments did not portray the dynamic nature of science. Very few rebuttals or qualifiers were provided as the teachers were presenting their claims as if the data led straightforward to the claim. Implications for classroom practice and research are discussed.

Teaching Neuroscience to Science Teachers: Facilitating the Translation of Inquiry-Based Teaching Instruction to the Classroom

PubMed Central

Roehrig, G. H.; Michlin, M.; Schmitt, L.; MacNabb, C.; Dubinsky, J. M.

2012-01-01

In science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional development, relatively little systematic research has documented classroom changes consequent to these experiences. This paper reports on the impact of sustained, multiyear professional development in a program that combined neuroscience content and knowledge of the neurobiology of learning with inquiry-based pedagogy on teachers’ inquiry-based practices. Classroom observations demonstrated the value of multiyear professional development in solidifying adoption of inquiry-based practices and cultivating progressive yearly growth in the cognitive environment of impacted classrooms. PMID:23222837

Teaching neuroscience to science teachers: facilitating the translation of inquiry-based teaching instruction to the classroom.

PubMed

Roehrig, G H; Michlin, M; Schmitt, L; MacNabb, C; Dubinsky, J M

2012-01-01

In science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional development, relatively little systematic research has documented classroom changes consequent to these experiences. This paper reports on the impact of sustained, multiyear professional development in a program that combined neuroscience content and knowledge of the neurobiology of learning with inquiry-based pedagogy on teachers' inquiry-based practices. Classroom observations demonstrated the value of multiyear professional development in solidifying adoption of inquiry-based practices and cultivating progressive yearly growth in the cognitive environment of impacted classrooms.

Mapping Science in Discourse-based Inquiry Classrooms

NASA Astrophysics Data System (ADS)

Yeneayhu, Demeke Gesesse

Abstract The purpose of this study was to investigate how discourse-based inquiry science lessons provided opportunities for students to develop a network of semantic relations among core ideas and concepts in science. It was a naturalistic inquiry classroom lessons observation study on three science teachers--- a middle school science teacher and two high school physics teachers in an urban school district located in the Western New York region. Discourse and thematic analysis drawn from the theory of Systemic Functional Linguistics were utilized as guiding framework and analysis tools. Analysis of the pre-observation and post-observation interviews of the participant teachers revealed that all of the three teachers participated in at least one inquiry-based science teaching teacher professional development program and they all thought their classroom teaching practice was inquiry-based. Analysis of their classroom lesson videos that each participant teacher taught on a specific science topic revealed that the middle school teacher was found to be a traditional teacher-dominated classroom whereas the two high school physics teachers' classroom teaching approach was found to be discourse-based inquiry. One of the physics teachers who taught on a topic of Magnetic Interaction used relatively structured and guided-inquiry classroom investigations. The other physics teacher who taught on a topic of Color Mixing utilized open-ended classroom investigations where the students planned and executed the series of classroom science investigations with minimal guidance from the teacher. The traditional teacher-based classroom communicative pattern was found to be dominated by Triadic Dialogue and most of the science thematics were jointly developed by the teacher and the students, but the students' role was limited to providing responses to the teacher's series questions. In the guided-inquiry classroom, the common communicative pattern was found to be True Dialogue and most of the science thematic patterns in the lessons were not only developed by the students but also resemble the standard thematics. Similarly, in the open-ended inquiry classroom, True Dialogue and Cross-discussion were the two most common communicative patterns and students did most of the science thematic patterns in the lessons but most of the student thematics were commonsense than resembling the standard thematics on the topic. This research showed that if teachers are to help students participate in classroom discourse that would enable them meaningfully connects core ideas and concepts in science, teachers could use various discourse tools and pedagogic resources that could fit into their particular classroom realities and contexts. This study demonstrated that when given the opportunity, students in challenging contexts such in typical inner city schools are able to engage in scientific processes and develop nuanced understandings of scientific phenomena.

The Effect of a Collaborative Mentoring Program on Beginning Science Teachers' Inquiry-Based Teaching Practice

ERIC Educational Resources Information Center

Nam, Jeonghee; Seung, Eulsun; Go, MunSuk

2013-01-01

This study investigated how a collaborative mentoring program influenced beginning science teachers' inquiry-based teaching and their reflection on practice. The one-year program consisted of five one-on-one mentoring meetings, weekly science education seminars, weekly mentoring group discussions, and self-evaluation activities. The participants…

Deaf, Hard-of-Hearing, and Hearing Signing Undergraduates' Attitudes toward Science in Inquiry-Based Biology Laboratory Classes

ERIC Educational Resources Information Center

Gormally, Cara

2017-01-01

For science learning to be successful, students must develop attitudes toward support future engagement with challenging social issues related to science. This is especially important for increasing participation of students from underrepresented populations. This study investigated how participation in inquiry-based biology laboratory classes…

A 2200-Year Old Inquiry-Based, Hands-On Experiment in Today's Science Classrooms

ERIC Educational Resources Information Center

Sotiriou, S.; Bogner, F. X.

2015-01-01

The ancient Eratosthenes experiment concerning the earth's circumference offers the opportunity of an inquiry-based revival in today's science classrooms: A multinational European science education initiative (acronym: OSR) introduced this experiment as a hands-on basis to extract the required variables and to exchange results with classroom peers…

Inquiry-Based Laboratory Practices in a Science Teacher Training Program

ERIC Educational Resources Information Center

Yakar, Zeha; Baykara, Hatice

2014-01-01

In this study, the effects of inquiry-based learning practices on the scientific process skills, creative thinking, and attitudes towards science experiments of preservice science teachers have been analyzed. A non-experimental quantitative analysis method, the single-group pre test posttest design, has been used. In order to observe the…

Red Seaweed Enzyme-Catalyzed Bromination of Bromophenol Red: An Inquiry-Based Kinetics Laboratory Experiment for Undergraduates

ERIC Educational Resources Information Center

Jittam, Piyachat; Boonsiri, Patcharee; Promptmas, Chamras; Sriwattanarothai, Namkang; Archavarungson, Nattinee; Ruenwongsa, Pintip; Panijpan, Bhinyo

2009-01-01

Haloperoxidase enzymes are of interest for basic and applied bioscientists because of their increasing importance in pharmaceutical industry and environmental cleanups. In a guided inquiry-based laboratory experiment for life-science, agricultural science, and health science undergraduates, the bromoperoxidase from a red seaweed was used to…

Using Inquiry-Based Interventions to Improve Secondary Students' Interest in Science and Technology

ERIC Educational Resources Information Center

Potvin, Patrice; Hasni, Abdelkrim; Sy, Ousmane

2017-01-01

Nine secondary school teachers participated in a five day training program where they developed inquiry-based pedagogical interventions for their science classes. Student interest and self-concept in school science and technology were measured before and after the interventions. Increases in interest and self-concept were compared with the results…

Sustaining Inquiry-Based Teaching Methods in the Middle School Science Classroom

ERIC Educational Resources Information Center

Murphy, Amy Fowler

2012-01-01

This dissertation used a combination of case study and phenomenological research methods to investigate how individual teachers of middle school science in the Alabama Math, Science, and Technology Initiative (AMSTI) program sustain their use of inquiry-based methods of teaching and learning. While the overall context for the cases was the AMSTI…

The Science Semester: Cross-Disciplinary Inquiry for Prospective Elementary Teachers

NASA Astrophysics Data System (ADS)

Ford, Danielle J.; Fifield, Steve; Madsen, John; Qian, Xiaoyu

2013-10-01

We describe the Science Semester, a semester-long course block that integrates three science courses and a science education methods course for elementary teacher education majors, and examine prospective elementary teachers’ developing conceptions about inquiry, science teaching efficacy, and reflections on learning through inquiry. The Science Semester was designed to provide inquiry-oriented and problem-based learning experiences, opportunities to examine socially relevant issues through cross-disciplinary perspectives, and align with content found in elementary curricula and standards. By the end of the semester, prospective elementary teachers moved from naïve to intermediate understandings of inquiry and significantly increased self-efficacy for science teaching as measured on one subscore of the STEBI-B. Reflecting on the semester, prospective teachers understood and appreciated the goals of the course and the PBL format, but struggled with the open-ended and student-directed elements of the course.

Evaluating Students' Perceptions of Library and Science Inquiry: Validation of Two New Learning Environment Questionnaires

ERIC Educational Resources Information Center

Schultz-Jones, Barbara A.; Ledbetter, Cynthia E.

2013-01-01

As part of a larger study, the How My Library Supports Inquiry and the How My Science Class Supports Inquiry questionnaires were developed for evaluating the extent of inquiry-based teaching in classrooms and school libraries and the effect of this instruction on student literacy and, by extension, the social good. Each has 28 items in seven…

Facilitating Family Group Inquiry at Science Museum Exhibits

ERIC Educational Resources Information Center

Gutwill, Joshua P.; Allen, Sue

2010-01-01

We describe a study of programs to deepen families' scientific inquiry practices in a science museum setting. The programs incorporated research-based learning principles from formal and informal educational environments. In a randomized experimental design, two versions of the programs, called "inquiry games," were compared to two control…

Place-Based Investigations and Authentic Inquiry

ERIC Educational Resources Information Center

Sarkar, Somnath; Frazier, Richard

2008-01-01

Although many science students perform hands-on activities as inquiry exercises, such activities sometimes remain disconnected in the student's mind and fail to nurture a deeper understanding of methods of science and the role these methods play in scientific inquiry. Students may be able to reiterate the steps of the standard "scientific…

Exploring prospective secondary science teachers' understandings of scientific inquiry and Mendelian genetics concepts using computer simulation

NASA Astrophysics Data System (ADS)

Cakir, Mustafa

The primary objective of this case study was to examine prospective secondary science teachers' developing understanding of scientific inquiry and Mendelian genetics. A computer simulation of basic Mendelian inheritance processes (Catlab) was used in combination with small-group discussions and other instructional scaffolds to enhance prospective science teachers' understandings. The theoretical background for this research is derived from a social constructivist perspective. Structuring scientific inquiry as investigation to develop explanations presents meaningful context for the enhancement of inquiry abilities and understanding of the science content. The context of the study was a teaching and learning course focused on inquiry and technology. Twelve prospective science teachers participated in this study. Multiple data sources included pre- and post-module questionnaires of participants' view of scientific inquiry, pre-posttests of understandings of Mendelian concepts, inquiry project reports, class presentations, process videotapes of participants interacting with the simulation, and semi-structured interviews. Seven selected prospective science teachers participated in in-depth interviews. Findings suggest that while studying important concepts in science, carefully designed inquiry experiences can help prospective science teachers to develop an understanding about the types of questions scientists in that field ask, the methodological and epistemological issues that constrain their pursuit of answers to those questions, and the ways in which they construct and share their explanations. Key findings included prospective teachers' initial limited abilities to create evidence-based arguments, their hesitancy to include inquiry in their future teaching, and the impact of collaboration on thinking. Prior to this experience the prospective teachers held uninformed views of scientific inquiry. After the module, participants demonstrated extended expertise in their understandings of following aspects of scientific inquiry: (a) the iterative nature of scientific inquiry; (b) the tentativeness of specific knowledge claims; (c) the degree to which scientists rely on empirical data, as well as broader conceptual and metaphysical commitments, to assess models and to direct future inquiries; (d) the need for conceptual consistency; (e) multiple methods of investigations and multiple interpretations of data; and (f) social and cultural aspects of scientific inquiry. This research provided evidence that hypothesis testing can support the integrated acquisition of conceptual and procedural knowledge in science. Participants' conceptual elaborations of Mendelian inheritance were enhanced. There were qualitative changes in the nature of the participants' explanations. Moreover, the average percentage of correct responses improved from 39% on the pretest to 67% on the posttest. Findings also suggest those prospective science teachers' experiences as learners of science in their methods course served as a powerful tool for thinking about the role of inquiry in teaching and learning science. They had mixed views about enacting inquiry in their teaching in the future. All of them stated some kind of general willingness to do so; yet, they also mentioned some reservations and practical considerations about inquiry-based teaching.

Science Fairs: A Qualitative Study of Their Impact on Student Science Inquiry Learning and Attitudes toward STEM

ERIC Educational Resources Information Center

Schmidt, Kathleen M.; Kelter, Paul

2017-01-01

Little is known about the impact of science fair participation on student science inquiry learning. Furthermore, there is only a small research base relating to science fair participation and student attitudes toward science, technology, engineering, and mathematics (STEM) careers and coursework. In this study, 41 seventh-grade science fair…

Web-Based History Learning Environments: Helping All Students Learn and Like History

ERIC Educational Resources Information Center

Okolo, Cynthia M.; Englert, Carol Sue; Bouck, Emily C.; Heutsche, Anne M.

2007-01-01

This article explores the benefits of the Internet to enhance history instruction for all learners. The authors describe a Web-based learning environment, the Virtual History Museum (VHM), that helps teachers create motivating, inquiry-based history units. VHM also allows teachers to build supports for learners with disabilities or other learning…

Internal and External Scripts in Computer-Supported Collaborative Inquiry Learning

ERIC Educational Resources Information Center

Kollar, Ingo; Fischer, Frank; Slotta, James D.

2007-01-01

We investigated how differently structured external scripts interact with learners' internal scripts with respect to individual knowledge acquisition in a Web-based collaborative inquiry learning environment. Ninety students from two secondary schools participated. Two versions of an external collaboration script (high vs. low structured)…

Inquiry and Aquifers.

ERIC Educational Resources Information Center

Leuenberger, Ted; Shepardson, Daniel; Harbor, Jon; Bell, Cheryl; Meyer, Jason; Klagges, Hope; Burgess, Willie

2001-01-01

Presents inquiry-oriented activities that acquaint students with groundwater sources, movement of water through aquifers, and contamination of groundwater by pollution. In one activity, students use well log data from web-based resources to explore groundwater systems. Provides sample well log data for those not having access to local information.…

Supporting Accomplished Facilitation: Examining the Use of Sppreciative Inquiry to Inform the Development of Learning Resources for Medical Educators

ERIC Educational Resources Information Center

McIntosh, Paul; Freeth, Della; Berridge, Emma Jane

2013-01-01

This paper examines the use of appreciative inquiry (AI) to guide development of web-based learning resources for medical educators who facilitate simulation-based learning experiences for doctors-in-training. AI can be viewed as a positive form of action research, which seeks to avoid deficit-based analyses and solutions, and commonly associated…

Informal science educators network project Association of Science-Technology Centers Incorporated. Final report

DOE Office of Scientific and Technical Information (OSTI.GOV)

NONE

1997-05-09

Funding from the Department of Energy and the Annenberg/CPB Math and Science Project have helped the Association of Science-technology Centers Incorporated (ASTC) to establish and sustain an on-line community of informal science educators nationwide. The Project, called the Informal Science Educators Network Project (ISEN), is composed primarily of informal science educators and exhibit developers from science centers, museums, zoos, aquariums, botanical gardens, parks, and nature centers. Although museum-based professionals represent the majority of subscribers to ISEN, also involved are some classroom teachers and teacher educators from colleges and universities. Common to all ISEN participants is a commitment to school andmore » science education reform. Specifically, funding from the Department of Energy helped to boot strap the effort, providing Barrier Reduction Vouchers to 123 educators that enabled them participate in ISEN. Among the major accomplishments of the Project are these: (1) assistance to 123 informal science educators to attend Internet training sessions held in connection with the Project and/or purchase hardware and software that linked them to the Internet; (2) Internet training for 153 informal science educators; (3) development of a listserv which currently has over 180 subscribers--an all-time high; (4) opportunity to participate in four web chats involving informal science educators with noted researchers; (5) development of two sites on the World Wide Web linking informal science educators to Internet resources; (6) creation of an on-line collection of over 40 articles related to inquiry-based teaching and science education reform. In order to continue the momentum of the Project, ASTC has requested from the Annenberg/CPB Math and Science project a no/cost extension through December 1997.« less

Scientix: the new internet-based community for science education in europe

NASA Astrophysics Data System (ADS)

Cunha, C.; Gras-Velázquez, À.; Gerard, E.

2012-04-01

The objectives of the Lisbon declaration (2000) and the affirmation of the European Commission that there is a need to promote more widely inquiry based science education methodologies in primary and secondary schools and to support teachers' networks (2007), were the basis for launch by European Schoolnet (EUN) of Scientix, a new web-based information platform for science education in Europe. It's aim is to ensure the regular dissemination and sharing of progress, know-how, and best practices in the field of science education and providing a feedback mechanism. Scientix is a three-year project run by EUN since December 2009 on behalf of the European Commission Directorate General Research and is funded under the 7th Framework Programme. The portal (http://www.scientix.eu), available in six European languages, offers a resource repository containing hundreds of teaching materials from European projects, but also research reports and policy-making documents; a translation on demand service for the teaching materials towards any of the 23 languages of the European Union; a community including a forum and chat rooms; an online news service featuring international science education topics and a calendar of forthcoming events and training opportunities; and also a newsletter sent once a month to registered users. The Scientix main targets are teachers, providing teaching materials, scientific support and documentation that are able to give them some quality tools for the development and implementation of inquiry based science education teaching methodologies. Besides the website, several events and workshops will be organized during the three years of the project. Workshops and newsletters to inform science teachers, give them tools to use the Scientix platform in class effectively and meet other science teachers in Europe will be organized from 2010 to 2012 and will take place in several European countries. An example of this was the Scientix European Conference that took place at Brussels from 6 to 8 of May 2011, which had the participation of around 400 teachers and education staff from 37 countries.

The Challenges of Science Inquiry Teaching for Pre-Service Teachers in Elementary Classrooms: Difficulties on and under the Scene

NASA Astrophysics Data System (ADS)

Yoon, Hye-Gyoung; Joung, Yong Jae; Kim, Mijung

2012-06-01

In the context of the emphasis on inquiry teaching in science education, this study looks into how pre-service elementary teachers understand and practise science inquiry teaching during field experience. By examining inquiry lesson preparation, practice, and reflections of pre-service elementary teachers, we attempt to understand the difficulties they encounter and what could result from those difficulties in their practice. A total of 16 seniors (fourth-year students) in an elementary teacher education program participated in this study. In our findings, we highlight three difficulties `on the lesson' that are related to teaching practices that were missing in the classrooms: (1) developing children's own ideas and curiosity, (2) guiding children in designing valid experiments for their hypotheses, (3) scaffolding children's data interpretation and discussion and another three difficulties `under the lesson' that are related to problems with the pre-service teachers' conceptualization of the task: (4) tension between guided and open inquiry, (5) incomplete understanding of hypothesis, and (6) lack of confidence in science content knowledge. Based on these findings, we discuss how these difficulties are complexly related in the pre-service teachers' understandings and action. Several suggestions for science teacher education for inquiry teaching, especially hypothesis-based inquiry teaching, are then explored.

Pre-service elementary teachers' understanding of scientific inquiry and its role in school science

NASA Astrophysics Data System (ADS)

Macaroglu, Esra

The purpose of this research was to explore pre-service elementary teachers' developing understanding of scientific inquiry within the context of their elementary science teaching and learning. More specifically, the study examined 24 pre-service elementary teachers' emerging understanding of (1) the nature of science and scientific inquiry; (2) the "place" of scientific inquiry in school science; and (3) the roles and responsibilities of teachers and students within an inquiry-based learning environment. Data sources consisted primarily of student-generated artifacts collected throughout the semester, including pre/post-philosophy statements and text-based materials collected from electronic dialogue journals. Individual data sources were open-coded to identify concepts and categories expressed by students. Cross-comparisons were conducted and patterns were identified. Assertions were formed with these patterns. Findings are hopeful in that they suggest pre-service teachers can develop a more contemporary view of scientific inquiry when immersed in a context that promotes this perspective. Not surprisingly, however, the prospective teachers encountered a number of barriers when attempting to translate their emerging ideas into practice. More research is needed to determine which teacher preparation experiences are most powerful in supporting pre-service teachers as they construct a framework for science teaching and learning that includes scientific inquiry as a central component.

Development and Validation of an Instrument for Evaluating Inquiry-Based Tasks in Science Textbooks

ERIC Educational Resources Information Center

Yang, Wenyuan; Liu, Enshan

2016-01-01

This article describes the development and validation of an instrument that can be used for content analysis of inquiry-based tasks. According to the theories of educational evaluation and qualities of inquiry, four essential functions that inquiry-based tasks should serve are defined: (1) assisting in the construction of understandings about…

The Effectiveness of a Guided Inquiry-Based, Teachers' Professional Development Programme on Saudi Students' Understanding of Density

ERIC Educational Resources Information Center

Almuntasheri, S.; Gillies, R. M.; Wright, T.

2016-01-01

Despite a general consensus on the educational effectiveness of inquiry-based instruction, the enacted type of inquiry in science classrooms remains debatable in many countries including Saudi Arabia. This study compared guided-inquiry based teachers' professional development to teacher-directed approach in supporting Saudi students to understand…

Webquests in Social Studies Education

ERIC Educational Resources Information Center

Vanguri, Pradeep R.; Sunal, Cynthia Szymanski; Wilson, Elizabeth K.; Wright, Vivian H.

2004-01-01

WebQuests provide the opportunity to combine technology with educational concepts and to incorporate inquiry-based learning. WebQuests also have the ability to integrate on-line resources with student-centered, activity-based learning. Three courses in the College of Education at The University of Alabama and at West Virginia University…

Investigating the Influence of a Mixed Face-to-Face and Website Professional Development Course on the Inquiry-Based Conceptions of High School Science and Mathematics Teachers

ERIC Educational Resources Information Center

Tuan, Hsiao-Lin; Yu, Chung-Chieh; Chin, Chi-Chin

2017-01-01

The purposes of this study are to report the influences of a mixed delivery professional development [PD] course involving face-to-face classes and the mentoring assisted inquiry-based teaching [MAIT] website that addressed the conceptual change and self-efficacy of high school mathematics and science teachers' conceptions of inquiry-based…

The effect of concept mapping on preservice elementary teachers' knowledge of science inquiry teaching

NASA Astrophysics Data System (ADS)

Jackson, Diann Carol

This study examined the effect of concept mapping as a method of stimulating reflection on preservice elementary teachers' knowledge of science inquiry instruction methods. Three intact classes of science education preservice teachers participated in a non-randomized comparison group with a pretest and posttest design to measure the influence of mapping on participants' knowledge of inquiry science instruction. All groups followed the same course syllabus, in class activities, readings, assignments and assessment tasks. The manner in which they presented their ideas about inquiry science teaching varied. Groups constructed pre-lesson, post-lesson, and homework lists or maps across three inquiry based instruction modules (ecosystems, food chains, and electricity). Equivalent forms of the Teaching Science Inventory (TSI) were used to investigate changes in preservice teachers' propositional knowledge about how to teach using inquiry science instruction methods. Equivalent forms of the Science Lesson Planning (SLP) test were used to investigate changes in preservice teachers' application knowledge about how to teach using inquiry science instruction methods. Data analysis included intrarater reliability, ANOVAs, ANCOVAs, and correlations between lists and maps and examination responses. SLP and TSI scores improved from the pretest to the posttest in each of the three study groups. The results indicate that, in general, there were basically no relationships between the treatment and outcome measures. In addition, there were no significant differences between the three groups in their knowledge about how to teach science. Conclusions drawn from this study include, first, the learners did learn how to teach science using inquiry. Second, in this study there is little evidence to support that concept mapping was more successful than the listing strategy in improving preservice elementary teachers' knowledge of teaching science using inquiry science instruction methods.

The function of questions in Omani fourth grade inquiry-based science classrooms: A sociocultural perspective

NASA Astrophysics Data System (ADS)

Al-Shaibani, Madiha Ahmed

2005-11-01

Studies indicate that science education reforms are globally converging. Many countries are adopting the globally advocated science education reforms for the purpose of obtaining the competitive edge in science education and technology that are viewed as the driving forces of modern economies. Globally, science education reforms are emphasizing paradigm shifts in which constructivist instructional are foregrounded. Many science education curricular documents advocate teaching science through engaging students in scientific inquiry. As a result, science classrooms are becoming more student-centered where students are typically actively engaged in inquiry learning. Even though inquiry instruction has become the common approach in teaching science, the actual implementation of inquiry in classrooms indicates that there is a big gap between the intended inquiry advocated in curricula documents and the actual practices in classroom settings. One of the main features of inquiry instruction is student questions. Authentic student questions are essential for the initiating and main scientific inquiry. However, studies have also illustrated the rarity of student questions in classrooms. This dearth in student questions has been attributed to the discursive practices in classrooms. Classrooms that implement the traditional IRE discourse structure tend to have less student questions. On the other hand, reflective questioning is considered a more appropriate classroom discourse structure because it intentionally invites student questions and engages students in classroom discussions. This qualitative study addresses the issue of questioning in fourth grade inquiry-based science classrooms of the Omani Basic Education system. Methods employed in this study included: participant observation, individual interviews, focus group interviews and the collection of artifacts. Findings of this study illustrated the rarity of student questions in the classrooms. However this investigation also revealed the connection between teacher beliefs and implementation of reforms. Teachers whose beliefs were aligned with reforms came closer to implementing reform initiatives as opposed to teachers whose beliefs were not aligned with reform initiatives. The findings of this study were inconclusive when it came to linking teachers' questioning practices to teachers' understanding of inquiry methods.

Is Inquiry the Answer?

ERIC Educational Resources Information Center

Booth, Gregory

2001-01-01

Conducts an action research investigation to determine which type of student benefits more from inquiry-based science laboratories. Designs two labs on diffusion and osmosis using both traditional and inquiry-based approaches and assesses student learning in these settings. (YDS)

A theory of planned behaviour-based analysis of TIMSS 2011 to determine factors influencing inquiry teaching practices in high-performing countries

NASA Astrophysics Data System (ADS)

Pongsophon, Pongprapan; Herman, Benjamin C.

2017-07-01

Given the abundance of literature describing the strong relationship between inquiry-based teaching and student achievement, more should be known about the factors impacting science teachers' classroom inquiry implementation. This study utilises the theory of planned behaviour to propose and validate a causal model of inquiry-based teaching through analysing data relating to high-performing countries retrieved from the 2011 Trends in International Mathematics and Science Study assessments. Data analysis was completed through structural equation modelling using a polychoric correlation matrix for data input and diagonally weighted least squares estimation. Adequate fit of the full model to the empirical data was realised. The model demonstrates that the extent the teachers participated in academic collaborations was positively related to their occupational satisfaction, confidence in teaching inquiry, and classroom inquiry practices. Furthermore, the teachers' confidence with implementing inquiry was positively related to their classroom inquiry implementation and occupational satisfaction. However, perceived student-generated constraints demonstrated a negative relationship with the teachers' confidence with implementing inquiry and occupational satisfaction. Implications from this study include supporting teachers through promoting collaborative opportunities that facilitate inquiry-based practices and occupational satisfaction.

Exploring Sun-Earth Connections: A Physical Science Program for (K-8)Teachers

NASA Astrophysics Data System (ADS)

Michels, D. J.; Pickert, S. M.; Thompson, J. L.; Montrose, C. J.

2003-12-01

An experimental, inquiry-based physical science curriculum for undergraduate, pre-service K-8 teachers is under development at the Catholic University of America in collaboration with the Solar Physics Branch of the Naval Research Laboratory and NASA's Sun-Earth Connection missions. This is a progress report. The current, stunningly successful exploratory phase in Sun-Earth Connection (SEC) physics, sparked by SOHO, Yohkoh, TRACE, and other International Solar Terrestrial Physics (ISTP) and Living With a Star (LWS) programs, has provided dynamic, visually intuitive data that can be used for teaching basic physical concepts such as the properties of gravitational and electromagnetic fields which are manifest in beautiful imagery of the astrophysical plasmas of the solar atmosphere and Earth's auroras. Through a team approach capitalizing on the combined expertise of the Catholic University's departments of Education and Physics and of NRL solar researchers deeply involved in SEC missions we have laid out a program that will teach non-science-major undergraduates a very limited number of physical science concepts but in such a way as to develop for each one both a formal understanding and an intuitive grasp that will instill confidence, spark interest and scientific curiosity and, ideally, inspire a habit of lifetime inquiry and professional growth. A three-semester sequence is planned. The first semester will be required of incoming Education freshmen. The second and third semesters will be of such a level as to satisfy the one-year science requirement for non-science majors in the College of Arts and Sciences. The approach as adopted will integrate physics content and educational methods, with each concept introduced through inquiry-based, hands-on investigation using methods and materials directly applicable to K-8 teaching situations (Exploration Phase). The topic is further developed through discussion, demonstration and lecture, introducing such mathematical formulations as are necessary to express the concept clearly (Invention Phase). To further clarify the concept, exercises will be carried out using Web-accessible SEC mission data to develop facility in use of the mathematical formulations, stimulate a sense of participation in ongoing research, and expand on ways to introduce future pupils to the excitement of real-world exploration (Expansion Phase).

The Creation of the "Hong Kong Visual Arts Education Web" and the Use of the Inquiry-Based Teaching Approach

ERIC Educational Resources Information Center

Sang, Anita Ng Heung

2009-01-01

This article describes a collaborative action research conducted by a lecturer and several primary school art teachers, who between 2001 and 2006 created the Visual Arts Education Web ("iii web") in Hong Kong. The creation of the "iii web" was accomplished through research that employed questionnaires, focus group discussions…

Metaconceptually-Enhanced Simulation-Based Inquiry: Effects on Eighth Grade Students' Conceptual Change and Science Epistemic Beliefs

ERIC Educational Resources Information Center

Huang, Kun; Ge, Xun; Eseryel, Deniz

2017-01-01

This study investigated the effects of metaconceptually-enhanced, simulation-based inquiry learning on eighth grade students' conceptual change in science and their development of science epistemic beliefs. Two experimental groups studied the topics of motion and force using the same computer simulations but with different simulation guides: one…

Inquiry-Based Science Education: Towards a Pedagogical Framework for Primary School Teachers

ERIC Educational Resources Information Center

van Uum, Martina S. J.; Verhoeff, Roald P.; Peeters, Marieke

2016-01-01

Inquiry-based science education (IBSE) has been promoted as an inspiring way of learning science by engaging pupils in designing and conducting their own scientific investigations. For primary school teachers, the open nature of IBSE poses challenges as they often lack experience in supporting their pupils during the different phases of an open…

Inquiry-Based Science Instruction and Performance Literacy for Students Who Are Deaf or Hard of Hearing

ERIC Educational Resources Information Center

Wang, Ye

2011-01-01

Deaf and hard of hearing students, who cannot successfully access and utilize information in print, experience various difficulties in conventional science instruction, which heavily relies on lectures and textbooks. The purpose of the present review is threefold. First, an overview of inquiry-based science instruction reform, including the…

Is Inquiry-Based Science Teaching Worth the Effort? Some Thoughts Worth Considering

ERIC Educational Resources Information Center

Zhang, Lin

2016-01-01

Inquiry-based science teaching has been advocated by many science educational standards and reports from around the world. Disagreements about and concerns with this teaching approach, however, are often ignored. Opposing ideas and conflicting results have been bouncing around in the field. It seems that the field carries on with a hope that…

Impact of a Professional Development Program Using Data-Loggers on Science Teachers' Attitudes towards Inquiry-Based Teaching

ERIC Educational Resources Information Center

Tosa, Sachiko; Martin, Fred

2010-01-01

This study examined how a professional development program which incorporates the use of electronic data-loggers could impact on science teachers' attitudes towards inquiry-based teaching. The participants were 28 science or technology teachers who attended workshops offered in the United States and Japan. The professional development program…

Kindergarten students' explanations during science learning

NASA Astrophysics Data System (ADS)

Harris, Karleah

The study examines kindergarten students' explanations during science learning. The data on children's explanations are drawn from videotaped and transcribed discourse collected from four public kindergarten science classrooms engaged in a life science inquiry unit on the life cycle of the monarch butterfly. The inquiry unit was implemented as part of a larger intervention conducted as part of the Scientific Literacy Project or SLP (Mantzicopoulos, Patrick & Samarapungavan, 2005). The children's explanation data were coded and analyzed using quantitative content analysis procedures. The coding procedures involved initial "top down" explanation categories derived from the existing theoretical and empirical literature on scientific explanation and the nature of students' explanations, followed by an inductive or "bottom up" analysis, that evaluated and refined the categorization scheme as needed. The analyses provide important descriptive data on the nature and frequency of children's explanations generated in classroom discourse during the inquiry unit. The study also examines how teacher discourse strategies during classroom science discourse are related to children's explanations. Teacher discourse strategies were coded and analyzed following the same procedures as the children's explanations as noted above. The results suggest that, a) kindergarten students have the capability of generating a variety of explanations during inquiry-based science learning; b) teachers use a variety of classroom discourse strategies to support children's explanations during inquiry-based science learning; and c) The conceptual discourse (e.g., asking for or modeling explanations, asking for clarifications) to non-conceptual discourse (e.g., classroom management discourse) is related to the ratio of explanatory to non-explanatory discourse produced by children during inquiry-based science learning.

The Effect of Guided-Inquiry Instruction on 6th Grade Turkish Students' Achievement, Science Process Skills, and Attitudes toward Science

ERIC Educational Resources Information Center

Koksal, Ela Ayse; Berberoglu, Giray

2014-01-01

The purpose of this study is to investigate the effectiveness of guided-inquiry approach in science classes over existing science and technology curriculum in developing content-based science achievement, science process skills, and attitude toward science of grade level 6 students in Turkey. Non-equivalent control group quasi-experimental design…

Argumentation-Based Collaborative Inquiry in Science through Representational Work: Impact on Primary Students' Representational Fluency

ERIC Educational Resources Information Center

Nichols, Kim; Gillies, Robyn; Hedberg, John

2016-01-01

This study explored the impact of argumentation-promoting collaborative inquiry and representational work in science on primary students' representational fluency. Two hundred sixty-six year 6 students received instruction on natural disasters with a focus on collaborative inquiry. Students in the Comparison condition received only this…

Giving children space: A phenomenological exploration of student experiences in space science inquiry

NASA Astrophysics Data System (ADS)

Horne, Christopher R.

This study explores the experiences of 4th grade students in an inquiry-based space science classroom. At the heart of the study lies the essential question: What is the lived experience of children engaged in the process of space science inquiry? Through the methodology of phenomenological inquiry, the author investigates the essence of the lived experience of twenty 4th grade students as well as the reflections of two high school students looking back on their 4th grade space science experience. To open the phenomenon more deeply, the concept of space is explored as an overarching theme throughout the text. The writings of several philosophers including Martin Heidegger and Hans-Georg Gadamer are opened up to understand the existential aspects of phenomenology and the act of experiencing the classroom as a lived human experience. The methodological structure for the study is based largely on the work of Max van Manen (2003) in his seminal work, Researching Lived Experience, which describes a structure of human science research. A narrative based on classroom experiences, individual conversations, written reflections, and group discussion provides insight into the students' experiences. Their stories and thoughts reveal the themes of activity , interactivity, and "inquiractivity," each emerging as an essential element of the lived experience in the inquiry-based space science classroom. The metaphor of light brings illumination to the themes. Activity in the classroom is associated with light's constant and rapid motion throughout the Milky Way and beyond. Interactivity is seen through students' interactions just as light's reflective nature is seen through the illumination of the planets. Finally, inquiractivity is connected to questioning, the principal aspect of the inquiry-based classroom just as the sun is the essential source of light in our solar system. As the era of No Child Left Behind fades, and the next generation of science standards emerge, the students' stories are viewed through the lens of the scientific practices found in A Framework for K-12 Science Education (The National Research Council, 2011). The critical challenge for elementary educators interacting with this text is to find the lived meaning of giving children space in an inquiry-based experience.

Professional development in inquiry-based science for elementary teachers of diverse student groups

NASA Astrophysics Data System (ADS)

Lee, Okhee; Hart, Juliet E.; Cuevas, Peggy; Enders, Craig

2004-12-01

As part of a larger project aimed at promoting science and literacy for culturally and linguistically diverse elementary students, this study has two objectives: (a) to describe teachers' initial beliefs and practices about inquiry-based science and (b) to examine the impact of the professional development intervention (primarily through instructional units and teacher workshops) on teachers' beliefs and practices related to inquiry-based science. The research involved 53 third- and fourth-grade teachers at six elementary schools in a large urban school district. At the end of the school year, teachers reported enhanced knowledge of science content and stronger beliefs about the importance of science instruction with diverse student groups, although their actual practices did not change significantly. Based on the results of this first year of implementation as part of a 3-year longitudinal design, implications for professional development and further research are discussed.

Habitus, social fields, and circuits in rural science education

NASA Astrophysics Data System (ADS)

Brandt, Carol B.; Shumar, Wesley; Hammond, Lorie; Carlone, Heidi; Kimmel, Sue; Tschida, Christina

2010-06-01

Schooling and science education are embedded within larger socio-cultural, political and economic contexts, influenced by global flows of capital, labor, ideas, and images. In this article we consider the ways in which ethnography traces the web of interactions (circuits), in a rural community and the ways that science inquiry was associated with character education. Our discussion examines the relationship between social fields, habitus, and meritocracy under new and ever-changing neoliberal conditions. These macro-level forces play out in everyday practices in the community and reveal schools, as well as science education, as sites for struggle.

76 FR 39103 - Science Advisory Board Staff Office Notification of a Public Teleconference of the Air Monitoring...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-07-05

... draft plans for Photochemical Assessment Monitoring Stations (PAMS) Network Re-engineering. DATES: A... information concerning the EPA CASAC can be found at the EPA CASAC Web site at http://www.epa.gov/casac . Any inquiry regarding EPA's draft plans for PAMS Network Re-engineering should be directed to Mr. Kevin...

Attitudes and beliefs, about inquiry science, of middle level and secondary science teachers in northwest Arkansas and northwest Oklahoma

NASA Astrophysics Data System (ADS)

Dockers, Jean E.

A This study attempted to close gaps in the literature with regards to implementation of inquiry practices in secondary science classrooms. In addition, the areas and ways in which practice ties to beliefs and experiences in the area of inquiry were examined. This study introduces an instrument that could be used to assess teachers' attitudes and beliefs about inquiry teaching practices and potential barriers to teaching science using an inquiry approach. Because the efficacy of reform efforts rests largely with teachers, their voices need to be included in the design and implementation of inquiry---based curriculum. This study helps to clarify the need for future research to examine inquiry as a pedagogical approach. If we desire pre-service teachers to teach using an inquiry approach when they have their own classrooms, they must know how to plan, implement, and assess inquiry science lessons, not just have experienced "inquiry lessons" as a student. One unique finding in this study was in the area of licensure and teaching style. Other studies found that in general traditionally licensed teachers felt better prepared to teach. This study found that participants who were alternatively certified incorporated characteristics of inquiry less often than those with traditional certification. This indicates that more research is needed in the area of certification and the affect it may have on quality of instruction for specific content areas like science.

Relationship between Preferred and Actual Opinions about Inquiry-Based Instruction Classroom

ERIC Educational Resources Information Center

Nuangchalerm, Prasart

2017-01-01

Based on 10 preservice science teachers in 4 schools, this study presents a detailed analysis of how preservice teacher expectation interacts with school practicum and authentic classroom action of inquiry-based instruction. Classroom observation, lesson plan analysis, and interviews revealed that inquiry-based instruction in the expectation and…

Employing inquiry-based computer simulations and embedded scientist videos to teach challenging climate change and nature of science concepts

NASA Astrophysics Data System (ADS)

Cohen, Edward Charles

Design based research was utilized to investigate how students use a greenhouse effect simulation in order to derive best learning practices. During this process, students recognized the authentic scientific process involving computer simulations. The simulation used is embedded within an inquiry-based technology-mediated science curriculum known as Web-based Inquiry Science Environment (WISE). For this research, students from a suburban, diverse, middle school setting use the simulations as part of a two week-long class unit on climate change. A pilot study was conducted during phase one of the research that informed phase two, which encompasses the dissertation. During the pilot study, as students worked through the simulation, evidence of shifts in student motivation, understanding of science content, and ideas about the nature of science became present using a combination of student interviews, focus groups, and students' conversations. Outcomes of the pilot study included improvements to the pedagogical approach. Allowing students to do "Extreme Testing" (e.g., making the world as hot or cold as possible) and increasing the time for free exploration of the simulation are improvements made as a result of the findings of the pilot study. In the dissertation (phase two of the research design) these findings were implemented in a new curriculum scaled for 85 new students from the same school during the next school year. The modifications included new components implementing simulations as an assessment tool for all students and embedded modeling tools. All students were asked to build pre and post models, however due to technological constraints these were not an effective tool. A non-video group of 44 students was established and another group of 41 video students had a WISE curriculum which included twelve minutes of scientists' conversational videos referencing explicit aspects on the nature of science, specifically the use of models and simulations in science. The students in the video group had marked improvement compared to the non-video group on questions regarding modeling as a tool for representing objects and processes of science modeling aspects as evident by multiple data sources. The findings from the dissertation have potential impacts on improving Nature of Science (NOS) concepts around modeling by efficiently embedding short authentic scientific videos that can be easily used by many educators. Compared to published assessments by the American Association for the Advancement of Science (AAAS), due to the curriculum interventions both groups scored higher than the average United States middle school student on many NOS and climate content constructs.

Employing Inquiry-Based Computer Simulations and Embedded Scientist Videos To Teach Challenging Climate Change and Nature of Science Concepts

NASA Astrophysics Data System (ADS)

Cohen, E.

2013-12-01

Design based research was utilized to investigate how students use a greenhouse effect simulation in order to derive best learning practices. During this process, students recognized the authentic scientific process involving computer simulations. The simulation used is embedded within an inquiry-based technology-mediated science curriculum known as Web-based Inquiry Science Environment (WISE). For this research, students from a suburban, diverse, middle school setting use the simulations as part of a two week-long class unit on climate change. A pilot study was conducted during phase one of the research that informed phase two, which encompasses the dissertation. During the pilot study, as students worked through the simulation, evidence of shifts in student motivation, understanding of science content, and ideas about the nature of science became present using a combination of student interviews, focus groups, and students' conversations. Outcomes of the pilot study included improvements to the pedagogical approach. Allowing students to do 'Extreme Testing' (e.g., making the world as hot or cold as possible) and increasing the time for free exploration of the simulation are improvements made as a result of the findings of the pilot study. In the dissertation (phase two of the research design) these findings were implemented in a new curriculum scaled for 85 new students from the same school during the next school year. The modifications included new components implementing simulations as an assessment tool for all students and embedded modeling tools. All students were asked to build pre and post models, however due to technological constraints these were not an effective tool. A non-video group of 44 students was established and another group of 41 video students had a WISE curriculum which included twelve minutes of scientists' conversational videos referencing explicit aspects on the nature of science, specifically the use of models and simulations in science. The students in the video group had marked improvement compared to the non-video group on questions regarding modeling as a tool for representing objects and processes of science modeling aspects as evident by multiple data sources. The findings from the dissertation have potential impacts on improving Nature of Science (NOS) concepts around modeling by efficiently embedding short authentic scientific videos that can be easily used by many educators. Compared to published assessments by the American Association for the Advancement of Science (AAAS), due to the curriculum interventions both groups scored higher than the average United States middle school student on many NOS and climate content constructs.

Elementary Teacher's Conceptions of Inquiry Teaching: Messages for Teacher Development

ERIC Educational Resources Information Center

Ireland, Joseph E.; Watters, James J.; Brownlee, Jo; Lupton, Mandy

2012-01-01

This study explored practicing elementary school teacher's conceptions of teaching in ways that foster inquiry-based learning in the science curriculum (inquiry teaching). The advocacy for inquiry-based learning in contemporary curricula assumes the principle that students learn in their own way by drawing on direct experience fostered by the…

A Theory of Planned Behaviour-Based Analysis of TIMSS 2011 to Determine Factors Influencing Inquiry Teaching Practices in High-Performing Countries

ERIC Educational Resources Information Center

Pongsophon, Pongprapan; Herman, Benjamin C.

2017-01-01

Given the abundance of literature describing the strong relationship between inquiry-based teaching and student achievement, more should be known about the factors impacting science teachers' classroom inquiry implementation. This study utilises the theory of planned behaviour to propose and validate a causal model of inquiry-based teaching…

How Select Groups of Preservice Science Teachers with Inquiry Orientations View Teaching and Learning Science through Inquiry

NASA Astrophysics Data System (ADS)

Ward, Peggy

Although hailed as a powerful form of instruction, in most teaching and learning contexts, inquiry-based instruction is fraught with ambiguous and conflicting definitions and descriptions. Yet little has been written about the experiences preservice science teacher have regarding their learning to teach science through inquiry. This project sought to understand how select preservice secondary science teachers enrolled in three UTeach programs in Arkansas conceptualize inquiry instruction and how they rationalize its value in a teaching and learning context. The three teacher education programs investigated in this study are adoption sites aligned with the UTeach Program in Austin, TX that distinguishes itself in part by its inquiry emphasis. Using a mixed method investigation design, this study utilized two sources of data to explore the preservice science teachers' thinking. In the first phase, a modified version of the Pedagogy of Science teaching Tests (POSTT) was used to identify select program participants who indicated preferences for inquiry instruction over other instructional strategies. Secondly, the study used an open-ended questionnaire to explore the selected subjects' beliefs and conceptions of teaching and learning science in an inquiry context. The study also focused on identifying particular junctures in the prospective science teachers' education preparation that might impact their understanding about inquiry. Using a constant comparative approach, this study explored 19 preservice science teachers' conceptions about inquiry. The results indicate that across all levels of instruction, the prospective teachers tended to have strong student-centered teaching orientations. Except subjects in for the earliest courses, subjects' definitions and descriptions of inquiry tended toward a few of the science practices. More advanced subjects, however, expressed more in-depth descriptions. Excluding the subjects who have completed the program, multiple subjects tended to associate inquiry learning exclusively in terms of exploring before lecture, getting a single correct answer. Additionally, various subjects at multiple levels, described inquiry in terms of the 5E Model of Instruction, which is emphasized in the Arkansas UTeach lesson design. Implications of these findings and suggestions for program improvement at the course levels are suggested.

Connecting Inquiry and Values in Science Education. An Approach Based on John Dewey's Philosophy

NASA Astrophysics Data System (ADS)

Lee, Eun Ah; Brown, Matthew J.

2018-03-01

Conducting scientific inquiry is expected to help students make informed decisions; however, how exactly it can help is rarely explained in science education standards. According to classroom studies, inquiry that students conduct in science classes seems to have little effect on their decision-making. Predetermined values play a large role in students' decision-making, but students do not explore these values or evaluate whether they are appropriate to the particular issue they are deciding, and they often ignore relevant scientific information. We explore how to connect inquiry and values, and how this connection can contribute to informed decision-making based on John Dewey's philosophy. Dewey argues that scientific inquiry should include value judgments and that conducting inquiry can improve the ability to make good value judgments. Value judgment is essential to informed, rational decision-making, and Dewey's ideas can explain how conducting inquiry can contribute to make an informed decision through value judgment. According to Dewey, each value judgment during inquiry is a practical judgment guiding action, and students can improve their value judgments by evaluating their actions during scientific inquiry. Thus, we suggest that students need an opportunity to explore values through scientific inquiry and that practicing value judgment will help informed decision-makings.

Inquiry Teaching in High School Chemistry Classrooms: The Role of Knowledge and Beliefs

NASA Astrophysics Data System (ADS)

Roehrig, Gillian H.; Luft, Julie A.

2004-10-01

"Science as inquiry" is a key content standard in the National Science Education Standards, yet implementation of inquiry-based teaching is rare in secondary chemistry classrooms. This paper is the result of a study conducted to understand factors that effect the inquiry-based instruction of ten novice secondary chemistry teachers. The study focused on the influence of teaching beliefs and content knowledge on the instructional practices of these ten teachers. Case and cross-case comparisons revealed that chemistry teachers' intentions to implement inquiry teaching were strongly influenced by their teaching beliefs rather than their knowledge of chemistry. The quality of inquiry lessons, however, was found to depend on the teachers' knowledge of chemistry content. This study reinforces the need for chemistry-focused inservice training for beginning chemistry teachers that focuses on both inquiry teaching strategies and teaching beliefs.

Inquiry-based science education: towards a pedagogical framework for primary school teachers

NASA Astrophysics Data System (ADS)

van Uum, Martina S. J.; Verhoeff, Roald P.; Peeters, Marieke

2016-02-01

Inquiry-based science education (IBSE) has been promoted as an inspiring way of learning science by engaging pupils in designing and conducting their own scientific investigations. For primary school teachers, the open nature of IBSE poses challenges as they often lack experience in supporting their pupils during the different phases of an open IBSE project, such as formulating a research question and designing and conducting an investigation. The current study aims to meet these challenges by presenting a pedagogical framework in which four domains of scientific knowledge are addressed in seven phases of inquiry. The framework is based on video analyses of pedagogical interventions by primary school teachers participating in open IBSE projects. Our results show that teachers can guide their pupils successfully through the process of open inquiry by explicitly addressing the conceptual, epistemic, social and/or procedural domain of scientific knowledge in the subsequent phases of inquiry. The paper concludes by suggesting further research to validate our framework and to develop a pedagogy for primary school teachers to guide their pupils through the different phases of open inquiry.

We Look More, Listen More, Notice More: Impact of Sustained Professional Development on Head Start Teachers' Inquiry-Based and Culturally-Relevant Science Teaching Practices

NASA Astrophysics Data System (ADS)

Roehrig, Gillian H.; Dubosarsky, Mia; Mason, Annie; Carlson, Stephan; Murphy, Barbara

2011-10-01

Despite many scholars' recommendations, science is often avoided during early childhood education. Among the reasons provided by early childhood teachers for the exclusion of science from their daily routines included science anxiety, low self-efficacy with respect to teaching science, lack of experience participating in science activities as students, or the notion that literacy and language are more important during the early years. In minority populations the problem is even greater due to identification of science with the `culture of. This article presents results from Ah Neen Dush, a sustained and transformative professional development program for Head Start teachers on an American Indian Reservation. The goal of the program is to support early childhood teachers in developing inquiry-based and culturally-relevant teaching practices. Through analysis of teachers' classroom practices, surveys and interviews, we explore changes in teachers' attitudes toward science and inquiry-based practices. Classroom observations were conducted using CLASS (Classroom assessment Scoring System), a tool used to evaluate the quality of classroom interactions. After 1 year of professional development teachers' attitudes were found to improve and after 2 years teachers classroom practices were more inquiry-based with statistically significant increases in CLASS observation scores.

Protocol (P-SOP)

ERIC Educational Resources Information Center

Forbes, Cory T.; Biggers, Mandy; Zangori, Laura

2013-01-01

Within the field of science education, there remains little agreement as to the definition and characteristics of classroom inquiry. The emerging emphasis on scientific practices in science education reform discourse is underpinned by a need to better articulate the constituent elements of inquiry-based science. While a small number of…

Experiencing the Implementation of New Inquiry Science Curricula

ERIC Educational Resources Information Center

Ower, Peter S.

2017-01-01

Using a phenomenological methodology, a cohort of four experienced science teachers was interviewed about their experience transitioning from traditional, teacher and fact-centered science curricula to inquiry-based curricula. Each teacher participated in two interviews that focused on their teaching backgrounds, their experience teaching the…

Teacher Students' Dilemmas When Teaching Science through Inquiry

ERIC Educational Resources Information Center

Krämer, Philipp; Nessler, Stefan H.; Schlüter, Kirsten

2015-01-01

Background: Inquiry-based science education (IBSE) is suitable to teach scientific contents as well as to foster scientific skills. Similar conclusions are drawn by studies with respect to scientific literacy, motivational aspects, vocabulary knowledge, conceptual understandings, critical thinking, and attitudes toward science. Nevertheless, IBSE…

Experimental Comparison of Inquiry and Direct Instruction in Science

ERIC Educational Resources Information Center

Cobern, William; Schuster, David; Adams, Betty

2010-01-01

It is evident that "experientially-based" instruction and "active student engagement" are advantageous for effective science learning. However, "hands-on" and "minds-on" aspects can occur in both inquiry and direct science instruction, and convincing comparative evidence for the superiority of either mode…

The Connection Between Forms of Guidance for Inquiry-Based Learning and the Communicative Approaches Applied—a Case Study in the Context of Pre-service Teachers

NASA Astrophysics Data System (ADS)

Lehtinen, Antti; Lehesvuori, Sami; Viiri, Jouni

2017-09-01

Recent research has argued that inquiry-based science learning should be guided by providing the learners with support. The research on guidance for inquiry-based learning has concentrated on how providing guidance affects learning through inquiry. How guidance for inquiry-based learning could promote learning about inquiry (e.g. epistemic practices) is in need of exploration. A dialogic approach to classroom communication and pedagogical link-making offers possibilities for learners to acquire these practices. The focus of this paper is to analyse the role of different forms of guidance for inquiry-based learning on building the communicative approach applied in classrooms. The data for the study comes from an inquiry-based physics lesson implemented by a group of five pre-service primary science teachers to a class of sixth graders. The lesson was video recorded and the discussions were transcribed. The data was analysed by applying two existing frameworks—one for the forms of guidance provided and another for the communicative approaches applied. The findings illustrate that providing non-specific forms of guidance, such as prompts, caused the communicative approach to be dialogic. On the other hand, providing the learners with specific forms of guidance, such as explanations, shifted the communication to be more authoritative. These results imply that different forms of guidance provided by pre-service teachers can affect the communicative approach applied in inquiry-based science lessons, which affects the possibilities learners are given to connect their existing ideas to the scientific view. Future research should focus on validating these results by also analysing inservice teachers' lessons.

Integrating Various Apps on BYOD (Bring Your Own Device) into Seamless Inquiry-Based Learning to Enhance Primary Students' Science Learning

NASA Astrophysics Data System (ADS)

Song, Yanjie; Wen, Yun

2018-04-01

Despite that BYOD (Bring Your Own Device) technology model has been increasingly adopted in education, few studies have been reported on how to integrate various apps on BYOD into inquiry-based pedagogical practices in primary schools. This article reports a case study, examining what apps on BYOD can help students enhance their science learning, and how students develop their science knowledge in a seamless inquiry-based learning environment supported by these apps. A variety of qualitative data were collected and analyzed. The findings show that the affordances of the apps on BYOD could help students improve their science knowledge without time and place constraints and gain a better sense of ownership in learning.

The Inquiry Based Science and Technology Education Program (IN-STEP): The Evaluation of the First Year

ERIC Educational Resources Information Center

Corcoran, Thomas B.

2008-01-01

This is the first report on the evaluation of the Inquiry Based Science and Technology Education Program (IN-STEP), an innovative and ambitious science education initiative for lower secondary schools being undertaken by a public-private partnership in Thailand funded by MSD-Thailand, an affiliate of Merck & Co. IN-STEP is a public-private…

The Influence Inquiry-Based Science Has on Elementary Teachers' Perception of Instruction and Self-Efficacy

ERIC Educational Resources Information Center

Lewis, Felecia J.

2017-01-01

The nature and purpose of this study was to examine the self-efficacy of teachers who use an inquiry-based science program to provide authentic experiences within the elementary school setting. It is essential to explore necessary improvements to bring about effective science education. Using a mixed methods study, the researcher conducted…

Effects of Inquiry-Based Instruction on Science Achievement for Students with Disabilities: An Analysis of the Literature

ERIC Educational Resources Information Center

Rizzo, Karen L.; Taylor, Jonte C.

2016-01-01

In comparison to the past, more students with disabilities are being included in the general education classroom for science instruction. Though inquiry-based instruction has not shown to be an effective practice for students with disabilities, it is vastly becoming the dominant practice in science education. The purpose of this review is to…

Deaf, Hard-of-Hearing, and Hearing Signing Undergraduates' Attitudes toward Science in Inquiry-Based Biology Laboratory Classes.

PubMed

Gormally, Cara

2017-01-01

For science learning to be successful, students must develop attitudes toward support future engagement with challenging social issues related to science. This is especially important for increasing participation of students from underrepresented populations. This study investigated how participation in inquiry-based biology laboratory classes affected students' attitudes toward science, focusing on deaf, hard-of-hearing, and hearing signing students in bilingual learning environments (i.e., taught in American Sign Language and English). Analysis of reflection assignments and interviews revealed that the majority of students developed positive attitudes toward science and scientific attitudes after participating in inquiry-based biology laboratory classes. Attitudinal growth appears to be driven by student value of laboratory activities, repeated direct engagement with scientific inquiry, and peer collaboration. Students perceived that hands-on experimentation involving peer collaboration and a positive, welcoming learning environment were key features of inquiry-based laboratories, affording attitudinal growth. Students who did not perceive biology as useful for their majors, careers, or lives did not develop positive attitudes. Students highlighted the importance of the climate of the learning environment for encouraging student contribution and noted both the benefits and pitfalls of teamwork. Informed by students' characterizations of their learning experiences, recommendations are made for inquiry-based learning in college biology. © 2017 C. Gormally. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Students' Socio-Scientific Reasoning in an Astrobiological Context during Work with a Digital Learning Environment

ERIC Educational Resources Information Center

Hansson, Lena; Redfors, Andreas; Rosberg, Maria

2011-01-01

In a European project--CoReflect--researchers in seven countries are developing, implementing and evaluating teaching sequences using a web-based platform (STOCHASMOS). The interactive web-based inquiry materials support collaborative and reflective work. The learning environments will be iteratively tested and refined, during different phases of…

Investigation of Effective Strategies for Developing Creative Science Thinking

ERIC Educational Resources Information Center

Yang, Kuay-Keng; Lee, Ling; Hong, Zuway-R; Lin, Huann-shyang

2016-01-01

The purpose of this study was to explore the effectiveness of the creative inquiry-based science teaching on students' creative science thinking and science inquiry performance. A quasi-experimental design consisting one experimental group (N = 20) and one comparison group (N = 24) with pretest and post-test was conducted. The framework of the…

Impacts and Characteristics of Computer-Based Science Inquiry Learning Environments for Precollege Students

ERIC Educational Resources Information Center

Donnelly, Dermot F.; Linn, Marcia C.; Ludvigsen, Sten

2014-01-01

The National Science Foundation-sponsored report "Fostering Learning in the Networked World" called for "a common, open platform to support communities of developers and learners in ways that enable both to take advantage of advances in the learning sciences." We review research on science inquiry learning environments (ILEs)…

Design and Inquiry: Bases for an Accommodation between Science and Technology Education in the Curriculum?

ERIC Educational Resources Information Center

Lewis, Theodore

2006-01-01

This article examines the merits of the proposition that design and inquiry are conceptual parallels. It does so by first looking closely at the inquiry-related discourse within science education, then at aspects of the design discourse within engineering, and finally within technology education. Convergences and divergences of these two streams…

A Scientific Method Based upon Research Scientists' Conceptions of Scientific Inquiry.

ERIC Educational Resources Information Center

Reiff, Rebecca; Harwood, William S.; Phillipson, Teddie

For students to develop a more realistic picture of how scientists practice science, there must be well-researched understanding of how scientists do science. A model for the process of scientific inquiry that more closely reflects actual scientific practices can provide a means of dispelling some of the myths about scientific inquiry. This paper…

Implementing Inquiry Kit Curriculum: Obstacles, Adaptations, and Practical Knowledge Development in Two Middle School Science Teachers

ERIC Educational Resources Information Center

Jones, Mark T.; Eick, Charles J.

2007-01-01

Two elementary certified middle school science teachers are studied for changes in practical knowledge supporting the implementation of kit-based inquiry as part of a schoolwide reform effort. Emphasis is placed on studying how these two pilot teachers enact guided inquiry within their unique pedagogical and curricular interests, and what…

Teaching Aquatic Science as Inquiry through Professional Development: Teacher Characteristics and Student Outcomes

ERIC Educational Resources Information Center

Duncan Seraphin, Kanesa; Harrison, George M.; Philippoff, Joanna; Brandon, Paul R.; Nguyen, Thanh Truc T.; Lawton, Brian E.; Vallin, Lisa M.

2017-01-01

We present an inquiry-based, aquatic science professional development (PD) for upper-elementary, middle, and high school teachers and examine changes in student outcomes in light of participating teachers' characteristics and the grade band of the students. Our study lends support to the assertion that inquiry- and content-focused PD, paired with…

Teaching strategies and student achievement in high school block scheduled biology classes

NASA Astrophysics Data System (ADS)

Louden, Cynthia Knapp

The objectives of this study included determining whether teachers in block or traditionally scheduled biology classes (1) implement inquiry-based instruction more often or with different methods, (2) understand the concept of inquiry-based instruction as it is described in the National Science Standards, (3) have classes with significantly different student achievement, and (4) believe that their school schedule facilitates their use of inquiry-based instruction in the classroom. Biology teachers in block and non-block scheduled classes were interviewed, surveyed, and observed to determine the degree to which they implement inquiry-based instructional practices in their classrooms. State biology exams were used to indicate student achievement. Teachers in block scheduled and traditional classes used inquiry-based instruction with nearly the same frequency. Approximately 30% of all teachers do not understand the concept of inquiry-based instruction as described by the National Science Standards. No significant achievement differences between block and traditionally scheduled biology classes were found using ANCOVA analyses and a nonequivalent control-group quasi-experimental design. Using the same analysis techniques, significant achievement differences were found between biology classes with teachers who used inquiry-based instruction frequently and infrequently. Teachers in block schedules believed that their schedules facilitated inquiry-based instruction more than teachers in traditional schedules.

An examination of how middle school science teachers conduct collaborative inquiry and reflection about students' conceptual understanding

NASA Astrophysics Data System (ADS)

Todd-Gibson, Christine

This qualitative case study examined how middle school science teachers conducted collaborative inquiry and reflection about students' conceptual understanding, and how individual teachers in the middle school science group acted and made reflections in response to their collaborative inquiry. It also examined external influences that affected the teachers' ability to engage in collaborative inquiry. Observational, written, and interview data were collected from observations of teachers' face-to-face meetings and reflections, individual interviews, a focus group interview, and online reflections. The results of this study revealed that collaborative inquiry is a form of professional development that includes answering curricular questions through observation, communication, action, and reflection. This approach was developed and implemented by middle school science teachers. The premise of an inquiry is based on a need with students. Middle school science teachers came to consensus about actions to affect students' conceptual understanding, took action as stated, and shared their reflections of the actions taken with consideration to current and upcoming school activities. Activities involved teachers brainstorming and sharing with one another, talking about how the variables were merged into their curriculum, and how they impacted students' conceptual understanding. Teachers valued talking with one another about science content and pedagogy, but did find the inquiry portion of the approach to require more development. The greatest challenge to conducting collaborative inquiry and reflection was embedding teacher inquiry within a prescribed inquiry that was already being conducted by the Sundown School District. Collaborative inquiry should be structured so that it meets the needs of teachers in order to attend to the needs of students. A conducive atmosphere for collaborative inquiry and reflection is one in which administrators make the process mandatory and facilitate the process by removing an existing inquiry.

Effects of Online Instructional Conversation on English as a Foreign Language Learners' WebQuest Writing Performance: A Mixed Methods Study

ERIC Educational Resources Information Center

Lee, Haesong

2013-01-01

WebQuests, or inquiry-oriented activities in which learners interact with Web-based information (Dodge, 1995, 1996, 2007), have recently been gaining popularity in education in general and in language education in particular. While it has the advantage of fostering higher-level thinking through authentic assignments, a WebQuest can be challenging…

The impact of inquiry-based instructional professional development upon instructional practice: An action research study

NASA Astrophysics Data System (ADS)

Broom, Frances A.

This mixed method case study employs action research, conducted over a three month period with 11 elementary math and science practitioners. Inquiry as an instructional practice is a vital component of math and science instruction and STEM teaching. Teachers examined their beliefs and teaching practices with regard to those instructional factors that influence inquiry instruction. Video-taped lessons were compared to a rubric and pre and post questionnaires along with two interviews which informed the study. The results showed that while most beliefs were maintained, teachers implemented inquiry at a more advanced level after examining their teaching and reflecting on ways to increase inquiry practices. Because instructional practices provide only one component of inquiry-based instruction, other components need to be examined in a future study.

Development of interest in science and interest in teaching elementary science: Influence of informal, school, and inquiry methods course experiences

NASA Astrophysics Data System (ADS)

Bulunuz, Mizrap

Inquiry-based science instruction is a major goal of science education reform. However, there is little research examining how preservice elementary teachers might be motivated to teach through inquiry. This quantitative study was designed to examine the role of background experiences and an inquiry science methods course on interest in science and interest in teaching science. The course included many activities and assignments at varying levels of inquiry, designed to teach content and inquiry methods and to model effective teaching. The study involved analyses of surveys completed by students in the course on their experiences with science before, during, and at the end of the course. The following questions guided the design of this study and analysis of the data: (1) What science background experiences (school, home, and informal education) do participants have and how do those experiences affect initial interest in science? (2) Among the hands-on activities in the methods course, is there a relationship between level of inquiry of the activity and the motivational quality (interesting, fun, and learning) of the activity? (3) Does the course affect participants' interest and attitude toward science? (4) What aspects of the course contribute to participants' interest in teaching science and choice to teach science? Descriptive and inferential analysis of a background survey revealed that participants with high and low initial interest in science differed significantly on remembering about elementary school science and involvement in science related activities in childhood/youth. Analysis of daily ratings of each hands-on activity on motivational qualities (fun, interest, and learning) indicated that there were significant differences in motivational quality of the activities by level of inquiry with higher levels of inquiry rated more positively. Pre/post surveys indicated that participants increased in interest in science and a number of variables reflecting more positive feelings about science and science teaching. Regression analysis found that the best predictors for interest in teaching science were experiencing fun activities in the science methods course followed by the interest participants brought to the course. This study highlights the motivational aspects of the methods course in developing interest in science and interest in teaching science.

Improving science inquiry with elementary students of diverse backgrounds

NASA Astrophysics Data System (ADS)

Cuevas, Peggy; Lee, Okhee; Hart, Juliet; Deaktor, Rachael

2005-03-01

This study examined the impact of an inquiry-based instructional intervention on (a) children's ability to conduct science inquiry overall and to use specific skills in inquiry, and (b) narrowing the gaps in children's ability among demographic subgroups of students. The intervention consisted of instructional units, teacher workshops, and classroom practices. The study involved 25 third- and fourth-grade students from six elementary schools representing diverse linguistic and cultural groups. Quantitative results demonstrated that the intervention enhanced the inquiry ability of all students regardless of grade, achievement, gender, ethnicity, socioeconomic status (SES), home language, and English proficiency. Particularly, low-achieving, low-SES, and English for Speakers of Other Languages (ESOL) exited students made impressive gains. The study adds to the existing literature on designing learning environments that foster science inquiry of all elementary students.

Designing Guidance for Interpreting Dynamic Visualizations: Generating versus Reading Explanations

ERIC Educational Resources Information Center

Ryoo, Kihyun; Linn, Marcia C.

2014-01-01

We compared designs of guidance to support students while interacting with dynamic visualizations of complex scientific phenomena in inquiry instruction. Three hundred thirty-two 7th-grade students were randomly assigned to either a reading or a generating condition and completed a web-based inquiry unit focusing on energy concepts in…

WebQuests for Reflection and Conceptual Change: Variations on a Popular Model for Guided Inquiry.

ERIC Educational Resources Information Center

Young, David L.; Wilson, Brent G.

WebQuests have become a popular form of guided inquiry using Web resources. The goal of WebQuests is to help students think and reason at higher levels,and use information to solve problems. This paper presents modifications to the WebQuest model drawing on primarily on schema theory. It is believed that these changes will further enhance student…

Student use of Web 2.0 tools to support argumentation in a high school science classroom

NASA Astrophysics Data System (ADS)

Weible, Jennifer L.

This ethnographic study is an investigation into how two classes of chemistry students (n=35) from a low-income high school with a one-to-one laptop initiative used Web 2.0 tools to support participation in the science practice of argumentation (i.e., sensemaking, articulating understandings, and persuading an audience) during a unit on alternative energy. The science curriculum utilized the Technology-Enhanced Inquiry Tools for Science Education as a pedagogical framework (Kim, Hannafin, & Bryan, 2007). Video recordings of the classroom work, small group discussions, and focus group interviews, documents, screen shots, wiki evidence, and student produced multi-media artifacts were the data analyzed for this study. Open and focused coding techniques, counts of social tags and wiki moves, and interpretive analyses were used to find patterns in the data. The study found that the tools of social bookmarking, wiki, and persuasive multimedia artifacts supported participation in argumentation. In addition, students utilized the affordances of the technologies in multiple ways to communicate, collaborate, manage the work of others, and efficiently complete their science project. This study also found that technologically enhanced science curriculum can bridge students' everyday and scientific understandings of making meaning, articulating understandings, and persuading others of their point of view. As a result, implications from this work include a set of design principles for science inquiry learning that utilize technology. This study suggests new consideration of analytical methodology that blends wiki data analytics and video data. It also suggests that utilizing technology as a bridging strategy serves two roles within classrooms: (a) deepening students' understanding of alternative energy science content and (b) supporting students as they learn to participate in the practices of argumentation.

Teacher Use of Evidence to Customize Inquiry Science Instruction

ERIC Educational Resources Information Center

Gerard, Libby F.; Spitulnik, Michele; Linn, Marcia C.

2010-01-01

This study investigated how professional development featuring evidence-based customization of technology-enhanced curriculum projects can improve inquiry science teaching and student knowledge integration in earth science. Participants included three middle school sixth-grade teachers and their classes of students (N = 787) for three consecutive…

Digging into Inquiry-Based Earth Science Research

ERIC Educational Resources Information Center

Schultz, Bryan; Yates, Crystal; Schultz, Jayne M.

2008-01-01

To help eighth-grade students experience the excitement of Earth science research, the authors developed an inquiry-based project in which students evaluated and cataloged their campus geology and soils. Following class discussions of rock-weathering and soil-forming processes, students worked in groups to excavate multiple soil pits in the school…

Power Plants, Steam and Gas Turbines WebQuest

ERIC Educational Resources Information Center

Ulloa, Carlos; Rey, Guillermo D.; Sánchez, Ángel; Cancela, Ángeles

2012-01-01

A WebQuest is an Internet-based and inquiry-oriented learning activity. The aim of this work is to outline the creation of a WebQuest entitled "Power Generation Plants: Steam and Gas Turbines." This is one of the topics covered in the course "Thermodynamics and Heat Transfer," which is offered in the second year of Mechanical…

Integrating Inquiry-Based Science and Education Methods Courses in a "Science Semester" for Future Elementary Teachers

NASA Astrophysics Data System (ADS)

Madsen, J.; Fifield, S.; Allen, D.; Brickhouse, N.; Dagher, Z.; Ford, D.; Shipman, H.

2001-05-01

In this NSF-funded project we will adapt problem-based learning (PBL) and other inquiry-based approaches to create an integrated science and education methods curriculum ("science semester") for elementary teacher education majors. Our goal is to foster integrated understandings of science and pedagogy that future elementary teachers need to effectively use inquiry-based approaches in their classrooms. This project responds to calls to improve science education for all students by making preservice teachers' experiences in undergraduate science courses more consistent with reforms at the K-12 level. The involved faculty teach three science courses (biology, earth science, physical science) and an elementary science education methods course that are degree requirements for elementary teacher education majors. Presently, students take the courses in variable sequences and at widely scattered times. Too many students fail to appreciate the value of science courses to their future careers as teachers, and when they reach the methods course in the junior year they often retain little of the science content studied earlier. These episodic encounters with science make it difficult for students to learn the content, and to translate their understandings of science into effective, inquiry-based teaching strategies. To encourage integrated understandings of science concepts and pedagogy we will coordinate the science and methods courses in a junior-year science semester. Traditional subject matter boundaries will be crossed to stress shared themes that teachers must understand to teach standards-based elementary science. We will adapt exemplary approaches that support both learning science and learning how to teach science. Students will work collaboratively on multidisciplinary PBL activities that place science concepts in authentic contexts and build learning skills. "Lecture" meetings will be large group active learning sessions that help students understand difficult concepts, make connections between class activities, and launch and wrap-up PBL problems. Labs will include activities from elementary science kits as launching points for in-depth investigations that demonstrate the continuity of science concepts and pedagogies across age levels. In the methods course, students will critically explore the theory and practice of elementary science teaching, drawing on their shared experiences of inquiry learning in the science courses. Field placements in elementary classrooms will allow students to ground their studies of science and pedagogy in actual practice.

Effect of Inquiry-Based Learning Approach on Student Resistance in a Science and Technology Course

ERIC Educational Resources Information Center

Sever, Demet; Guven, Meral

2014-01-01

The aim of this study was to identify the resistance behaviors of 7th grade students exhibited during their Science and Technology course teaching-learning processes, and to remove the identified resistance behaviors through teaching-learning processes that were constructed based on the inquiry-based learning approach. In the quasi-experimentally…

Employing Inquiry-Based Computer Simulations and Embedded Scientist Videos to Teach Challenging Climate Change and Nature of Science Concepts

ERIC Educational Resources Information Center

Cohen, Edward Charles

2013-01-01

Design based research was utilized to investigate how students use a greenhouse effect simulation in order to derive best learning practices. During this process, students recognized the authentic scientific process involving computer simulations. The simulation used is embedded within an inquiry-based technology-mediated science curriculum known…

Scholars and Their Inquiry Paradigms: Exploring a Conceptual Framework for Classifying Inquiry and Inquirers Based upon Paradigmatic Assumptions.

ERIC Educational Resources Information Center

Toma, J. Douglas

This paper examines whether the social science-based typology of Yvonne Lincoln and Egon Guba (1994), in which social science scholars are divided into positivist, postpositivist, critical, and constructivist paradigms based on ontological, epistemological, and methodological assumptions in the discipline, can be adapted to the academic discipline…

The Impact of a Multi-Year, Multi-School District K-6 Professional Development Programme Designed to Integrate Science Inquiry and Language Arts on Students' High-Stakes Test Scores

NASA Astrophysics Data System (ADS)

Shymansky, James A.; Wang, Tzu-Ling; Annetta, Leonard A.; Yore, Larry D.; Everett, Susan A.

2013-04-01

This paper is a report of a quasi-experimental study on the impact of a systemic 5-year, K-6 professional development (PD) project on the 'high stakes' achievement test scores of different student groups in rural mid-west school districts in the USA. The PD programme utilized regional summer workshops, district-based leadership teams and distance delivery technologies to help teachers learn science concepts and inquiry teaching strategies associated with a selection of popular science inquiry kits and how to adapt inquiry science lessons in the kits to teach and reinforce skills in the language arts-i.e. to teach more than science when doing inquiry science. Analyses of the school district-level pre-post high-stakes achievement scores of 33 school districts participating in the adaptation of inquiry PD and a comparative group of 23 school districts revealed that both the Grade 3 and Grade 6 student-cohorts in the school districts utilizing adapted science inquiry lessons significantly outscored their student-cohort counterparts in the comparative school districts. The positive school district-level high-stakes test results, which serve as the basis for state and local decision making, suggest that an inquiry adaptation strategy and a combination of regional live workshop and distance delivery technologies with ongoing local leadership and support can serve as a viable PD option for K-6 science.

Learner-Centered Inquiry in Undergraduate Biology: Positive Relationships with Long-Term Student Achievement

PubMed Central

Ebert-May, Diane

2010-01-01

We determined short- and long-term correlates of a revised introductory biology curriculum on understanding of biology as a process of inquiry and learning of content. In the original curriculum students completed two traditional lecture-based introductory courses. In the revised curriculum students completed two new learner-centered, inquiry-based courses. The new courses differed significantly from those of the original curriculum through emphases on critical thinking, collaborative work, and/or inquiry-based activities. Assessments were administered to compare student understanding of the process of biological science and content knowledge in the two curricula. More seniors who completed the revised curriculum had high-level profiles on the Views About Science Survey for Biology compared with seniors who completed the original curriculum. Also as seniors, students who completed the revised curriculum scored higher on the standardized Biology Field Test. Our results showed that an intense inquiry-based learner-centered learning experience early in the biology curriculum was associated with long-term improvements in learning. We propose that students learned to learn science in the new courses which, in turn, influenced their learning in subsequent courses. Studies that determine causal effects of learner-centered inquiry-based approaches, rather than correlative relationships, are needed to test our proposed explanation. PMID:21123693

Assessing Conceptual Understanding via Literacy-Infused, Inquiry-Based Science among Middle School English Learners and Economically-Challenged Students

ERIC Educational Resources Information Center

Lara-Alecio, Rafael; Irby, Beverly J.; Tong, Fuhui; Guerrero, Cindy; Koch, Janice; Sutton-Jones, Kara L.

2018-01-01

The overarching purpose of our study was to compare performances of treatment and control condition students who completed a literacy-infused, inquiry-based science intervention through sixth grade as measured by a big idea assessment tool which we refer to as the Big Ideas in Science Assessment (BISA). First, we determine the concurrent validity…

A Study on the Effectiveness of a Pilot Inquiry-Based Middle School Science Program on Non-Cognitive Outcomes and Academic Achievement

ERIC Educational Resources Information Center

Dionisio, Rui Meira

2017-01-01

The randomized research study assessed the effect of an inquiry-based science (IBS) program on non-cognitive outcomes and academic achievement. The study was the result of a grant that was awarded by Professional Resources in Science and Mathematics (PRISM), a program affiliated with Montclair State University in conjunction with Bristol-Myers…

Using Process and Inqury to Teach Content: Projectile Motion and Graphing

ERIC Educational Resources Information Center

Rhea, Marilyn; Lucido, Patricia; Gregerson-Malm, Cheryl

2005-01-01

These series of lessons uses the process of student inquiry to teach the concepts of force and motion identified in the National Science Education Standards for grades 5-8. The lesson plan also uses technology as a teaching tool through the use of interactive Web sites. The lessons are built on the 5-E format and feature imbedded assessments.

Information Literacy in an Inquiry Course for First-Year Science Undergraduates: A Simplified 3C Approach

ERIC Educational Resources Information Center

Rangachari, P. K.; Rangachari, Usha

2007-01-01

In this article, we describe a simplified approach to teach students to assess information obtained from diverse sources. Three broad categories (credibility, content, and currency; 3C) were used to evaluate information from textbooks, monographs, popular magazines, scholarly journals, and the World Wide Web. This 3C approach used in an inquiry…

How does a Next Generation Science Standard Aligned, Inquiry Based, Science Unit Impact Student Achievement of Science Practices and Student Science Efficacy in an Elementary Classroom?

NASA Astrophysics Data System (ADS)

Whittington, Kayla Lee

This study examined the impact of an inquiry based Next Generation Science Standard aligned science unit on elementary students' understanding and application of the eight Science and Engineering Practices and their relation in building student problem solving skills. The study involved 44 second grade students and three participating classroom teachers. The treatment consisted of a school district developed Second Grade Earth Science unit: What is happening to our playground? that was taught at the beginning of the school year. Quantitative results from a Likert type scale pre and post survey and from student content knowledge assessments showed growth in student belief of their own abilities in the science classroom. Qualitative data gathered from student observations and interviews performed at the conclusion of the Earth Science unit further show gains in student understanding and attitudes. This study adds to the existing literature on the importance of standard aligned, inquiry based science curriculum that provides time for students to engage in science practices.

EarthInquiry: Using On-Line Data to Help Students Explore Fundamental Concepts in Geoscience

NASA Astrophysics Data System (ADS)

Alfano, M.; Keane, C. M.; Ridky, R. W.

2002-12-01

Using local case studies to learn about earth processes increases the relevance of science instruction. Students are encouraged to think about how geological processes affect their lives and experiences. Today, with many global data sets available on-line, instructors have unprecedented opportunities to bring local data into the classroom. However, while the resources are available, using on-line data presents a particular set of challenges. Access and entry to web sites frequently change and data format can be unpredictable. Often, instructors are faced with non-functional web sites on the day, or week, that they plan to assign a given activity. The American Geological Institute, with the participation of numerous geoscience professors, has developed EarthInquiry, a series of activities that utilize the abundant real-time and archived geoscience data available on-line. These modules are developed primarily for introductory college students. EarthInquiry modules follow a structured format, beginning with familiar examples at the global and national level to introduce students to the on-line data and the EarthInquiry web site. The web site offers detailed and up-to-date instructions on how to access the data, cached copies of sample data that can be used to complete each activity in the event of a network outage, and an assessment activity that helps students determine how well they have achieved an understanding of key concepts. The EarthInquiry booklet contains a series of engaging questions that allow students to solve problems in a scientific manner. As students gain content understanding and confidence in the requisite analysis, they examine the presented material at a more local level. In one activity, students explore the recurrence interval of a local stream. In other activities, they investigate the mineral resources and earthquake histories of their state. All modules are developed with the intent of building an appropriate cognitive foundation, while complimenting the topics typically discussed in an introductory physical or environmental geology course. The project is a collaboration of the American Geological Institute and W.H. Freeman and Company Publishers.

This Is Inquiry ... Right?

ERIC Educational Resources Information Center

Zangori, Laura; Forbes, Cory; Biggers, Mandy

2012-01-01

Many teachers have taught their share of science lessons that needed improvements. For the past eight years, the authors have been working with elementary teachers to implement quick and easy strategies to modify existing science lessons to make them more inquiry-based. Elementary teachers can use these strategies to adapt existing science lessons…

Higher Education Science Student Perspectives on Classroom Instructional Methods: A Pilot Study

ERIC Educational Resources Information Center

Bohlscheid, Jeffri C.; Davis, John C.

2012-01-01

Constructivist-based inquiry instruction has been popularized for several decades in primary- and secondary-science education, with overwhelmingly positive results across all sciences. Importantly, higher education faculties have begun to embrace inquiry instruction in many subject areas. In fact, a growing body of literature illustrates the…

Earth Science for Educators: Preparing 7-12 Teachers for Standards-based, Inquiry Instruction

NASA Astrophysics Data System (ADS)

Sloan, H.

2002-05-01

"Earth Science for Educators" is an innovative, standards-based, graduate level teacher education curriculum that presents science content and pedagogic technique in parallel. The curriculum calls upon the resources and expertise of the American Museum of Natural History (AMNH) to prepare novice New York City teachers for teaching Earth Science. One of the goals of teacher education is to assure and facilitate science education reform through preparation of K-12 teachers who understand and are able to implement standard-based instruction. Standards reflect not only the content knowledge students are expected to attain but also the science skills and dispositions towards science they are expected to develop. Melding a list of standards with a curriculum outline to create inquiry-based classroom instruction that reaches a very diverse population of learners is extremely challenging. "Earth Science for Educators" helps novice teachers make the link between standards and practice by constantly connecting standards with instruction they receive and activities they carry out. Development of critical thinking and enthusiasm for inquiry is encouraged through engaging experience and contact with scientists and their work. Teachers are taught Earth systems science content through modeling of a wide variety of instruction and assessment methods based upon authentic scientific inquiry and aimed at different learning styles. Use of fieldwork and informal settings, such as the Museum, familiarizes novice teachers with ways of drawing on community resources for content and instructional settings. Metacognitive reflection that articulates standards, practice, and the teachers' own learning experience help draw out teachers' insights into their students' learning. The innovation of bring science content together with teaching methods is key to preparing teachers for standards-based, inquiry instruction. This curriculum was successfully piloted with a group of 28 novice teachers as part of the AMNH-City University of New York partnership and the CUNY Teaching Opportunity Program Scholarship. Reactions and feedback from program coordinators and teachers have been extremely positive during the year and a half since its implementation.

Curriculum-Dependent and Curriculum-Independent Factors in Preservice Elementary Teachers' Adaptation of Science Curriculum Materials for Inquiry-Based Science

ERIC Educational Resources Information Center

Forbes, Cory T.

2013-01-01

In this nested mixed methods study I investigate factors influencing preservice elementary teachers' adaptation of science curriculum materials to better support students' engagement in science as inquiry. Analyses focus on two "reflective teaching assignments" completed by 46 preservice elementary teachers in an undergraduate elementary science…

Science Seminar: Science Capstone Research Projects as a Class in High School

ERIC Educational Resources Information Center

Schwebach, J. Reid

2008-01-01

Inquiry-based, student-lead research may be a pinnacle of high school science education, and the implementation of inquiry themes at all grades is of profound importance. At The Beacon High School in New York City, all seniors, regardless of their scientific proclivity or interest, completed original science research projects as a graduation…

The Pedagogical Orientations of South African Physical Sciences Teachers towards Inquiry or Direct Instructional Approaches

ERIC Educational Resources Information Center

Ramnarain, Umesh; Schuster, David

2014-01-01

In recent years, inquiry-based science instruction has become widely advocated in science education standards in many countries and, hence, in teacher preparation programmes. Nevertheless, in practice, one finds a wide variety of science instructional approaches. In South Africa, as in many countries, there is also a great disparity in school…

Exploring the meaning of practicing classroom inquiry from the perspectives of National Board Certified Science Teachers

NASA Astrophysics Data System (ADS)

Karaman, Ayhan

Inquiry has been one of the most prominent terms of the contemporary science education reform movement (Buck, Latta, & Leslie-Pelecky, 2007; Colburn, 2006; Settlage, 2007). Practicing classroom inquiry has maintained its central position in science education for several decades because science education reform documents promote classroom inquiry as the potential savior of science education from its current problems. Likewise, having the capabilities of teaching science through inquiry has been considered by National Board for Professional Teaching Standards [NBPTS] as one of the essential elements of being an accomplished science teacher. Successful completion of National Board Certification [NBC] assessment process involves presenting a clear evidence of enacting inquiry with students. Despite the high-profile of the word inquiry in the reform documents, the same is not true in schools (Crawford, 2007). Most of the science teachers do not embrace this type of approach in their everyday teaching practices of science (Johnson, 2006; Luera, Moyer, & Everett, 2005; Smolleck, Zembal-Saul, & Yoder, 2006; Trumbull, Scarano, & Bonney, 2006). And the specific meanings attributed to inquiry by science teachers do not necessarily match with the original intentions of science education reform documents (Matson & Parsons, 2006; Wheeler, 2000; Windschitl, 2003). Unveiling the various meanings held by science teachers is important in developing better strategies for the future success of science education reform efforts (Jones & Eick, 2007; Keys & Bryan, 2001). Due to the potential influences of National Board Certified Science Teachers [NBCSTs] on inexperienced science teachers as their mentors, examining inquiry conceptions of NBCSTs is called for. How do these accomplished practitioners understand and enact inquiry? The purpose of this dissertation research study was twofold. First, it investigated the role of NBC performance assessment process on the professional development of science teachers. Second, it examined the meaning of practicing classroom inquiry for National Board Certified Science Teachers [NBCSTs]. Based on the specific cases of four NBCSTs, this naturalistic inquiry study was conducted to answer to those questions with the involvement of the following qualitative data sources: classroom observations, in-depth teacher interviews, and document analyses of teacher portfolios. The specific cases in this study indicated that undergoing the performance assessment process of NBC played an affirmational role for National Board Certified Science Teachers [NBCSTs] in their professional development. Their successful completion of the portfolio assessment process created a sharpened confidence into their existing notions and ways of teaching science. In the study, not all teachers were equally open to science education reform ideas. This meant that NBC experience strengthened the conventional notions of teaching science held by some teachers rather than generating a higher affiliation with the reform ideas. The teacher cases presented in this study denoted that teachers' conceptions of classroom inquiry were driven both by scientific and constructivist rationales. However, NBCSTs failed to create broader operational definitions of classroom inquiry. They tended to reduce the meaning of classroom inquiry into empirical investigations of students. The conventional representation of the scientific method as a stepwise linear process influenced teachers' understandings and practices of classroom inquiry. NBCSTs used inquiry in their classrooms to introduce their students to the cognitive processes and the actions of practicing scientists but not necessarily to teach scientific principles. Their reluctance to teach scientific principles through inquiry developed in parallel to their tendency of associating classroom inquiry with the highest levels of student autonomy. Participant teachers' particular understandings of scientific literacy produced a tension between embracing inquiry more in their teaching practices of science and educating scientifically literate students. The teachers in the study attributed the hurdles that kept them from using more inquiry with their students to external factors. In the final chapter of the dissertation study, these findings were discussed in connection with the education literature.

Integrating Science Content and Pedagogy in the Earth, Life, and Physical Sciences: A K-8 Pre-Service Teacher Preparation Continuum at the University of Delaware

NASA Astrophysics Data System (ADS)

Madsen, J.; Allen, D.; Donham, R.; Fifield, S.; Ford, D.; Shipman, H.; Dagher, Z.

2007-12-01

University of Delaware faculty in the geological sciences, biological sciences, and the physics and astronomy departments have partnered with faculty and researchers from the school of education to form a continuum for K- 8 pre-service teacher preparation in science. The goal of the continuum is to develop integrated understandings of content and pedagogy so that these future teachers can effectively use inquiry-based approaches in teaching science in their classrooms. Throughout the continuum where earth science content appears an earth system science approach, with emphasis on inquiry-based activities, is employed. The continuum for K-8 pre-service teachers includes a gateway content course in the earth, life, or physical sciences taken during the freshman year followed by integrated science content and methods courses taken during the sophomore year. These integrated courses, called the Science Semester, were designed and implemented with funding from the National Science Foundation. During the Science Semester, traditional content and pedagogy subject matter boundaries are crossed to stress shared themes that teachers must understand to teach standards-based science. Students work collaboratively on multidisciplinary problem-based learning (PBL) activities that place science concepts in authentic contexts and build learning skills. They also critically explore the theory and practice of elementary science teaching, drawing on their shared experiences of inquiry learning during the Science Semester. The PBL activities that are the hallmark of the Science Semester provide the backdrop through which fundamental earth system interactions can be studied. For example in a PBL investigation that focuses on kids, cancer, and the environment, the hydrologic cycle with emphasis on surface runoff and ground water contamination is studied. Those students seeking secondary certification in science will enroll, as a bridge toward their student teaching experience, in an additional content course within a science discipline that is concurrently taught with a science methods course. Emphasizing inquiry-based activities, these bridge courses also focus on developing integrated understandings of the sciences. The continuum extends beyond the student teaching experience by tracking cohorts of science teachers during their in-service years. With funding from the National Science Foundation's Teacher Professional Continuum program, we are conducting research on this inquiry-based professional development approach for K-8 teachers across this continuum.

The Parallels between Philosophical Inquiry and Scientific Inquiry: Implications for Science Education

ERIC Educational Resources Information Center

Burgh, Gilbert; Nichols, Kim

2012-01-01

The "community of inquiry" as formulated by C. S. Peirce is grounded in the notion of communities of discipline-based inquiry engaged in the construction of knowledge. The phrase "transforming the classroom into a community of inquiry" is commonly understood as a pedagogical activity with a philosophical focus to guide…

Elementary teachers' ideas about, planning for and implementation of learner-directed and teacher-directed inquiry: A mixed methods study

NASA Astrophysics Data System (ADS)

Biggers, Mandy Sue

Using a framework for variations of classroom inquiry (National Research Council [NRC], 2000, p. 29), this study explored 40 inservice elementary teachers' planning, modification, and enactment of kit-based science curriculum materials. As part of the study, a new observation protocol was modified from an existing protocol (Practices of Science Observation Protocol [P-SOP]) to measure the amount of teacher direction in science inquiry lessons (Practices of Science Observation Protocol + Directedness [P-SOPd]). An embedded mixed methods design was employed to investigate four questions: 1. How valid and reliable is the P-SOPd? 2. In what ways do inservice elementary teachers adapt existing elementary science curriculum materials across the inquiry continuum? 3. What is the relationship between the overall quality of inquiry and variations of inquiry in elementary teachers' enacted science instruction? 4. How do inservice elementary teachers' ideas about the inquiry continuum influence their adaptation of elementary science curriculum materials? Each teacher chose three lessons from a science unit for video-recorded observation, and submitted lesson plans for the three lessons. Lesson plans and videos were scored using the P-SOPd. The scores were also compared between the two protocols to determine if a correlation existed between the level of inquiry (measured on the P-SOP) and the amount of teacher direction (measured on the P-SOPd). Findings indicated no significant differences between planned and enacted lessons for the amount of teacher direction, but a correlation existed between the level of inquiry and the amount of teacher direction. In effect, the elementary teachers taught their science curriculum materials with a high level of fidelity for both the features of inquiry and the amount of teacher direction. A smaller group of three case study teachers were followed for the school year to give a more in-depth explanation of the quantitative findings. Case study findings revealed that the teachers' science instruction was teacher-directed while their conceptions of inquiry were student-directed. This study contributes to existing research on preservice teachers' learning about the continuum (Biggers & Forbes, 2012) and inservice teachers' ideas about the five features of inquiry (Biggers & Forbes, in press).

Inquiry-Based Learning in Teacher Education: A Primary Humanities Example

ERIC Educational Resources Information Center

Preston, Lou; Harvie, Kate; Wallace, Heather

2015-01-01

Inquiry-based learning features strongly in the new Australian Humanities and Social Sciences curriculum and increasingly in primary school practice. Yet, there is little research into, and few exemplars of, inquiry approaches in the primary humanities context. In this article, we outline and explain the implementation of a place-based simulation…

Assessing Problem Solving Competence through Inquiry-Based Teaching in School Science Education

ERIC Educational Resources Information Center

Zervas, Panagiotis; Sotiriou, Sofoklis; Tiemann, Rüdiger; Sampson, Demetrios G.

2015-01-01

Nowadays, there is a consensus that inquiry-based learning contributes to developing students' scientific literacy in schools. Inquiry-based teaching strategies are promoted for the development (among others) of the cognitive processes that cultivate problem solving (PS) competence. The build up of PS competence is a central objective for most…

The Effects of Scaffolded Simulation-Based Inquiry Learning on Fifth-Graders' Representations of the Greenhouse Effect

ERIC Educational Resources Information Center

Kukkonen, Jari Ensio; Kärkkäinen, Sirpa; Dillon, Patrick; Keinonen, Tuula

2014-01-01

Research has demonstrated that simulation-based inquiry learning has significant advantages for learning outcomes when properly scaffolded. For successful learning in science with simulation-based inquiry, one needs to ascertain levels of background knowledge so as to support learners in making, evaluating and modifying hypotheses, conducting…

An Inquiry-Based Approach to Teaching Photosynthesis & Cellular Respiration

ERIC Educational Resources Information Center

O'Connell, Dan

2008-01-01

Recent studies of American science education have highlighted the need for more inquiry-based lessons. For example, when the National Research Counsel evaluated the Advanced Placement (AP) Biology program, it pointed out, "AP laboratory exercises tend to be "cookbook" rather than inquiry based. This criticism is particularly apt for the lab…

Guiding science expeditions: The design of a learning environment for project-based science

NASA Astrophysics Data System (ADS)

Polman, Joseph Louis

Project-based pedagogy has been revived recently as a teaching strategy for promoting students' active engagement in learning science by doing science. Numerous reform efforts have encouraged project-based teaching in high schools, along with a range of supports for its implementation, often including computers and the Internet. History has shown, however, that academic research and new technologies are not enough to effect real change in classrooms. Ultimately, teachers accomplish activity with their students daily in classrooms. Putting the idea of project-based teaching into practice depends on many particulars of teachers' situated work with students. To better understand the complexity of project-based science teaching in schools, I conducted an interpretive case study of one exceptional teacher's work. The teacher devotes all class time after the beginning of the year to open-ended, student-designed Earth Science research projects. Over four years of involvement with the Learning through Collaborative Visualization (CoVis) reform effort, this teacher has developed, implemented, and refined strategies for supporting and guiding students in conducting open-ended inquiry. Through a close examination of the teacher's work supporting student projects, I explore the design issues involved in such an endeavor, including affordances, constraints, and tradeoffs. In particular, I show how time constrains both student and teacher action, how the traditional school culture and grading create stumbling blocks for change, and how conflicting beliefs about teaching and learning undermine the accomplishment of guided inquiry. I also show how Internet tools including Usenet news, email, and the World Wide Web afford students an opportunity to gather and make use of distributed expertise and scientific data resources; how an activity structure, combined with a corresponding structure to the artifact of the final written product, supports student accomplishment of unfamiliar practices; and how the teacher guides students in real time through mutually transformative communication. I synthesize the important design elements into a framework for conducting project-based science, especially in settings where such pedagogy is relatively new. This study will inform teachers and reformers of the practical and complex work of implementing project-based teaching in schools.

The Pedagogical Orientations of South African Physical Sciences Teachers Towards Inquiry or Direct Instructional Approaches

NASA Astrophysics Data System (ADS)

Ramnarain, Umesh; Schuster, David

2014-08-01

In recent years, inquiry-based science instruction has become widely advocated in science education standards in many countries and, hence, in teacher preparation programmes. Nevertheless, in practice, one finds a wide variety of science instructional approaches. In South Africa, as in many countries, there is also a great disparity in school demographic situations, which can also affect teaching practices. This study investigated the pedagogical orientations of in-service physical sciences teachers at a diversity of schools in South Africa. Assessment items in a Pedagogy of Science Teaching Test (POSTT) were used to identify teachers' science teaching orientations, and reasons for pedagogical choices were probed in interviews. The findings reveal remarkable differences between the orientations of teachers at disadvantaged township schools and teachers at more privileged suburban schools. We found that teachers at township schools have a strong `active direct' teaching orientation overall, involving direct exposition of the science followed by confirmatory practical work, while teachers at suburban schools exhibit a guided inquiry orientation, with concepts being developed via a guided exploration phase. The study identified contextual factors such as class size, availability of resources, teacher competence and confidence, time constraints, student ability, school culture and parents' expectations as influencing the methods adopted by teachers. In view of the recent imperative for inquiry-based learning in the new South African curriculum, this study affirms the context specificity of curriculum implementation (Bybee 1993) and suggests situational factors beyond the curriculum mandate that need to be addressed to achieve successful inquiry-based classroom instruction in science.

Inquiry-Based Science and Technology Enrichment Program for Middle School-Aged Female Students

NASA Astrophysics Data System (ADS)

Kim, Hanna

2016-04-01

This study investigates the effects of an intensive 1-week Inquiry-Based Science and Technology Enrichment Program (InSTEP) designed for middle school-aged female students. InSTEP uses a guided/open inquiry approach that is deepened and redefined as eight sciences and engineering practices in the Next Generation Science Standards, which aimed at increasing female students' interest in science and science-related careers. This study examined the effectiveness of InSTEP on 123 female students' pre-assessment and post-assessment changes in attitudes toward science and content knowledge of selected science concepts. An attitude survey, a science content test with multiple-choice questions, written assignments, and interviews to collect data were all used to measure students' attitudes and content knowledge. A within-group, repeated measure design was conducted, and the results indicated that at the post-intervention level, InSTEP increased the participants' positive attitudes toward science, science-related careers, and content knowledge of selected science concepts.

The Effect of Guided-Inquiry Instruction on 6th Grade Turkish Students' Achievement, Science Process Skills, and Attitudes Toward Science

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Koksal, Ela Ayse; Berberoglu, Giray

2014-01-01

The purpose of this study is to investigate the effectiveness of guided-inquiry approach in science classes over existing science and technology curriculum in developing content-based science achievement, science process skills, and attitude toward science of grade level 6 students in Turkey. Non-equivalent control group quasi-experimental design was used to investigate the treatment effect. There were 162 students in the experimental group and 142 students in the control group. Both the experimental and control group students took the Achievement Test in Reproduction, Development, and Growth in Living Things (RDGLT), Science Process Skills Test, and Attitudes Toward Science Questionnaire, as pre-test and post-test. Repeated analysis of variance design was used in analyzing the data. Both the experimental and control group students were taught in RDGLT units for 22 class hours. The results indicated the positive effect of guided-inquiry approach on the Turkish students' cognitive as well as affective characteristics. The guided inquiry enhanced the experimental group students' understandings of the science concepts as well as the inquiry skills more than the control group students. Similarly, the experimental group students improved their attitudes toward science more than the control group students as a result of treatment. The guided inquiry seems a transition between traditional teaching method and student-centred activities in the Turkish schools.

Inquiring into Familiar Objects: An Inquiry-Based Approach to Introduce Scientific Vocabulary

ERIC Educational Resources Information Center

Hicks Pries, Caitlin; Hughes, Julie

2012-01-01

Learning science vocabulary is an often tedious but important component of many curricula. Frequently, students are expected to learn science vocabulary indirectly, but this method can hinder the success of lower-performing students (Carlisle, Fleming, and Gudbrandsen 2000). We have developed an inquiry-based vocabulary activity wherein students…

Sweet Science for ALL! Supporting Inquiry-Based Learning through M&Ms Investigation for English Language Learners

ERIC Educational Resources Information Center

Song, Youngjin; Higgins, Teresa; Harding-DeKam, Jenni

2014-01-01

This article describes a series of inquiry-based lessons that provide English language learners (ELLs) with opportunities to experience science and engineering practices with conceptual understanding as well as to develop their language proficiency in elementary classrooms. The four-lesson sequence models how various types of instructional…

Science Achievement of Students in Co-Taught, Inquiry-Based Classrooms

ERIC Educational Resources Information Center

Brusca-Vega, Rita; Brown, Kathleen; Yasutake, David

2011-01-01

This case investigation followed the progress of middle students with disabilities, their peers, and teachers in co-taught science classrooms where a hands-on, inquiry-based curriculum was used. Students with disabilities (n=21), including learning disabilities, mild intellectual impairment, and mild autism were placed in co-taught classes with…

Inquiry-Based Teaching: An Example of Descriptive Science in Action

ERIC Educational Resources Information Center

Rehorek, Susan J.

2004-01-01

Inquiry-based learning is more work than passive learning, and there is a body of students who prefer to take the easier route. But there is also a body of students who wish to explore science. Two descriptive evolutionary experiments conducted by university freshman/sophomore biology majors, enrolled in General Zoology are described.

The Revolution in Earth and Space Science Education.

ERIC Educational Resources Information Center

Barstow, Daniel; Geary, Ed; Yazijian, Harvey

2002-01-01

Explains the changing nature of earth and space science education such as using inquiry-based teaching, how technology allows students to use satellite images in inquiry-based investigations, the consideration of earth and space as a whole system rather than a sequence of topics, and increased student participation in learning opportunities. (YDS)

Implementation of Inquiry-Based Science Education in Different Countries: Some Reflections

ERIC Educational Resources Information Center

Rundgren, Carl-Johan

2018-01-01

In this forum article, I reflect on issues related to the implementation of inquiry-based science education (IBSE) in different countries. Regarding education within the European Union (EU), the Bologna system has in later years provided extended coordination and comparability at an organizational level. However, the possibility of the EU to…

Lost in Translation? Deconstructing Science in the News through an Inquiry-Based Course

ERIC Educational Resources Information Center

Rangachari, P. K.

2006-01-01

This report describes an experiment to introduce freshmen science students to inquiry-based learning. The overarching theme was the communication of scientific information to the public by the mass media. Students, working in groups, deconstructed news items (many dealing with basic biomedical issues) and assessed the veracity of statements with…

Inquiry Based-Computational Experiment, Acquisition of Threshold Concepts and Argumentation in Science and Mathematics Education

ERIC Educational Resources Information Center

Psycharis, Sarantos

2016-01-01

Computational experiment approach considers models as the fundamental instructional units of Inquiry Based Science and Mathematics Education (IBSE) and STEM Education, where the model take the place of the "classical" experimental set-up and simulation replaces the experiment. Argumentation in IBSE and STEM education is related to the…

Teaching Optics with an Intra-Curricular Kit Designed for Inquiry-Based Learning

ERIC Educational Resources Information Center

Cords, Nina; Fischer, Robert; Euler, Manfred; Prasad, Amrita

2012-01-01

In order to increase scientific literacy and the knowledge of science and technology of Europe's citizens, the European Commission suggests a more student-centred implementation of natural sciences in education systems. Inquiry-based learning (IBL) is not only an accepted method to promote students' interest and motivation, it also helps students…

"I am a scientist": How setting conditions that enhance focused concentration positively relate to student motivation and achievement outcomes in inquiry-based science

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Ellwood, Robin B.

This research investigated how student social interactions within two approaches to an inquiry-based science curriculum could be related to student motivation and achievement outcomes. This qualitative case study consisted of two cases, Off-Campus and On-Campus, and used ethnographic techniques of participant observation. Research participants included eight eighth grade girls, aged thirteen to fourteen years old. Data sources included formal and informal participant interviews, participant journal reflections, curriculum artifacts including quizzes, worksheets, and student-generated research posters, digital video and audio recordings, photographs, and researcher field notes. Data were transcribed verbatim and coded, then collapsed into emergent themes using NVIVO 9. The results of this research illustrate how setting conditions that promote focused concentration and communicative interactions can be positively related to student motivation and achievement outcomes in inquiry-based science. Participants in the Off-Campus case experienced more frequent states of focused concentration and out performed their peers in the On-Campus case on forty-six percent of classroom assignments. Off-Campus participants also designed and implemented a more cognitively complex research project, provided more in-depth analyses of their research results, and expanded their perceptions of what it means to act like a scientist to a greater extent than participants in the On-Campus case. These results can be understood in relation to Flow Theory. Student interactions that promoted the criteria necessary for initiating flow, which included having clearly defined goals, receiving immediate feedback, and maintaining a balance between challenges and skills, fostered enhanced student motivation and achievement outcomes. This research also illustrates the positive gains in motivation and achievement outcomes that emerge from student experiences with extended time in isolated areas referred to as "hot spots." Implications for science teaching and future research include shifting the current focus in inquiry-based science from a continuum that progresses from teacher-directed to open inquiry experiences to a continuum that also deliberately includes and promotes the necessary criteria for establishing flow. Attending to Flow Theory and incorporating student experiences with flow into inquiry-based science lessons will enhance student motivation and achievement outcomes in science and bolster the success of inquiry-based science.

Using Art to Enhance the Learning of Math and Science: Developing an Educational Art-Science Kit about Fractal Patterns in Nature

NASA Astrophysics Data System (ADS)

Rao, Deepa

This study documents the development of an educational art-science kit about natural fractals, whose aim is to unite artistic and scientific inquiry in the informal learning of science and math. Throughout this research, I argue that having an arts-integrated approach can enhance the learner of science and math concepts. A guiding metaphor in this thesis is the Enlightenment-era cabinet of curiosities that represents a time when art and science were unified in the process of inquiry about the natural world. Over time, increased specialization in the practice of arts and science led to a growing divergence between the disciplines in the educational system. Recently, initiatives like STEAM are underway at the national level to integrate "Arts and Design" into the Science, Technology, Engineering, and Math (STEM) formal education agenda. Learning artifacts like science kits present an opportunity to unite artistic and scientific inquiry in informal settings. Although science kits have been introduced to promote informal learning, presently, many science kits have a gap in their design, whereby the activities consist of recipe-like instructions that do not encourage further inquiry-based learning. In the spirit of the cabinet of curiosities, this study seeks to unify visual arts and science in the process of inquiry. Drawing from educational theories of Dewey, Piaget, and Papert, I developed a novel, prototype "art-science kit" that promotes experiential, hands-on, and active learning, and encourages inquiry, exploration, creativity, and reflection through a series of art-based activities to help users learn science and math concepts. In this study, I provide an overview of the design and development process of the arts-based educational activities. Furthermore, I present the results of a pilot usability study (n=10) conducted to receive user feedback on the designed materials for use in improving future iterations of the art-science fractal kit. The fractal kit booklet that I designed can be found in the supplemental materials to this thesis.

A Case-Based Scenario with Interdisciplinary Guided-Inquiry in Chemistry and Biology: Experiences of First Year Forensic Science Students

ERIC Educational Resources Information Center

Cresswell, Sarah L.; Loughlin, Wendy A.

2017-01-01

In this paper, insight into forensic science students' experiences of a case-based scenario with an interdisciplinary guided-inquiry experience in chemistry and biology is presented. Evaluation of student experiences and interest showed that the students were engaged with all aspects of the case-based scenario, including the curriculum theory…

The Use of Wikis in a Science Inquiry-Based Project in a Primary School

ERIC Educational Resources Information Center

Lau, Wilfred W. F.; Lui, Vicky; Chu, Samuel K. W.

2017-01-01

This study explored the use of wikis in a science inquiry-based project conducted with Primary 6 students (aged 11-12). It used an online wiki-based platform called PBworks and addressed the following research questions: (1) What are students' attitudes toward learning with wikis? (2) What are students' interactions in online group collaboration…

Monkeying Around: Examining the Effects of a Community Zoo on the Science Achievement of Third Graders

ERIC Educational Resources Information Center

Kenny, Heather A.

2010-01-01

This investigation examined the efficacy of a model of integrated science and literacy instruction situated at a community zoo. Three intact cohorts of third grade urban students received instruction via different treatments: inquiry-based instruction at a zoo; inquiry-based instruction at school; and activity-based instruction at a zoo. All three…

Exploring Problem-Based Learning in the Context of High School Science: Design and Implementation Issues

ERIC Educational Resources Information Center

Goodnough, Karen; Cashion, Marie

2006-01-01

This paper reports on the experiences of a small collaborative inquiry group consisting of a high school science teacher, Deidre, and two university researchers, the authors of this paper, as they explored an active, inquiry-based approach to teaching and learning referred to as Problem-Based Learning or PBL (Barrows, 1994; Barrows & Tamblyn,…

Teachers' tendencies to promote student-led science projects: Associations with their views about science

NASA Astrophysics Data System (ADS)

Bencze, J. Lawrence; Bowen, G. Michael; Alsop, Steve

2006-05-01

School science students can benefit greatly from participation in student-directed, open-ended scientific inquiry projects. For various possible reasons, however, students tend not to be engaged in such inquiries. Among factors that may limit their opportunities to engage in open-ended inquiries of their design are teachers' conceptions about science. To explore possible relationships between teachers' conceptions about science and the types of inquiry activities in which they engage students, instrumental case studies of five secondary science teachers were developed, using field notes, repertory grids, samples of lesson plans and student activities, and semistructured interviews. Based on constructivist grounded theory analysis, participating teachers' tendencies to promote student-directed, open-ended scientific inquiry projects seemed to correspond with positions about the nature of science to which they indicated adherence. A tendency to encourage and enable students to carry out student-directed, open-ended scientific inquiry projects appeared to be associated with adherence to social constructivist views about science. Teachers who opposed social constructivist views tended to prefer tight control of student knowledge building procedures and conclusions. We suggest that these results can be explained with reference to human psychological factors, including those associated with teachers' self-esteem and their relationships with knowledge-building processes in the discipline of their teaching.

Understanding the Development of a Hybrid Practice of Inquiry-Based Science Instruction and Language Development: A Case Study of One Teacher's Journey through Reflections on Classroom Practice

ERIC Educational Resources Information Center

Capitelli, Sarah; Hooper, Paula; Rankin, Lynn; Austin, Marilyn; Caven, Gennifer

2016-01-01

This qualitative case study looks closely at an elementary teacher who participated in professional development experiences that helped her develop a hybrid practice of using inquiry-based science to teach both science content and English language development (ELD) to her students, many of whom are English language learners (ELLs). This case study…

The Teacher's Role in the Establishment of Whole-Class Dialogue in a Fifth Grade Science Classroom Using Argument-Based Inquiry

ERIC Educational Resources Information Center

Benus, Matthew J.

2011-01-01

The purpose of this study was to examine the patterns of dialogue that were established and emerged in one experienced fifth-grade science teacher's classroom that used the argument-based inquiry (ABI) and the ways in which these patterns of dialogue and consensus-making were used toward the establishment of a grasp of science practice. Most…

Monitoring Seasons Through Global Learning Communities

NASA Astrophysics Data System (ADS)

Sparrow, E. B.; Robin, J. H.; Jeffries, M. O.; Gordon, L. S.; Verbyla, D. L.; Levine, E. R.

2006-12-01

Monitoring Seasons through Global Learning Communities (MSTGLC) is an inquiry- and project-based project that monitors seasons, specifically their interannual variability, in order to increase K-12 students' understanding of the Earth system by providing teacher professional development in Earth system science and inquiry, and engaging K-12 students in Earth system science research relevant to their local communities that connect globally. MSTGLC connects GLOBE students, teachers, and communities, with educators and scientists from three integrated Earth systems science programs: the International Arctic Research Center, and NASA Landsat Data Continuity and Terra Satellite Missions. The project organizes GLOBE schools by biomes into eight Global Learning Communities (GLCs) and students monitor their seasons through regional based field campaigns. The project expands the current GLOBE phenology network by adapting current protocols and making them biome-specific. In addition, ice and mosquito phenology protocols will be developed for Arctic and Tropical regions, respectively. Initially the project will focus on Tundra and Taiga biomes as phenological changes are so pronounced in these regions. However, our long-term goal is to determine similar changes in other biomes (Deciduous Forest, Desert, Grasslands, Rain Forest, Savannah and Shrubland) based upon what we learn from these two biomes. This project will also contribute to critically needed Earth system science data such as in situ ice, mosquito, and vegetation phenology measurements for ground validations of remotely sensed data, which are essential for regional climate change impact assessments. Additionally it will contribute environmental data critical to prevention and management of diseases such as malaria in Asian, African, and other countries. Furthermore, this project will enable students to participate in the International Polar Year (IPY) (2007-2009) through field campaigns conducted by students in polar regions, and web chats between IPY scientists and GLOBE students from all eight GLCs that include non-polar countries.

A cognitive framework to inform the design of professional development supporting teachers' classroom assessment of inquiry-based science

NASA Astrophysics Data System (ADS)

Matese, Gabrielle

Inquiry-based science places new demands on teachers for assessing students' growth, both of deep conceptual understanding as well as developing inquiry skills. In addition, new ideas about classroom assessment, such as the importance of formative assessment, are gaining currency. While we have ideas about what classroom assessment consistent with inquiry-based pedagogy might look like, and why it is necessary, we have little understanding of what it takes to implement it. That teachers face a challenge in doing so is well-documented. Researchers have noted that teachers attempting changes in classroom assessment often bring with them incompatible beliefs, knowledge, and practices. However, noting general incompatibility is insufficient to support addressing these issues through professional development. In response to this need, I initiated a research project to identify and describe in more detail the categories of beliefs, knowledge and skills that play an important role in inquiry-based science assessment practices. I created an assessment framework outlining specific categories of beliefs, knowledge, and skills affecting particular classroom assessment practices. I then used the framework to examine teachers' classroom assessment practices and to create comparative cases between three middle-school science teachers, highlighting how the different cognitive factors affect four particular assessment practices. The comparative cases demonstrate the framework's utility for analyzing and explicating teacher assessment practices. As a tool for analyzing and understanding teacher practice, the framework supports the design of professional development. To demonstrate the value of the framework, I draw on the comparative cases to identify implications for the design of professional development to support teachers' classroom assessment of inquiry-based science. In this dissertation I provide a brief overview of the framework and its rationale, present an example of the comparative case studies demonstrating the application of the framework and what it reveals about the cognitive influences on teacher practice, and outline the resulting design implications for professional development. This research allows us to better understand the cognitive factors underlying classroom assessment in inquiry-based science, and to design professional development to support teachers engaging in these practices.

Knowing Inquiry as Practice and Theory: Developing a Pedagogical Framework with Elementary School Teachers

NASA Astrophysics Data System (ADS)

Poon, Chew-Leng; Lee, Yew-Jin; Tan, Aik-Ling; Lim, Shirley S. L.

2012-04-01

In this paper, we characterize the inquiry practices of four elementary school teachers by means of a pedagogical framework. Our study revealed core components of inquiry found in theoretically-driven models as well as practices that were regarded as integral to the success of day-to-day science teaching in Singapore. This approach towards describing actual science inquiry practices—a surprisingly neglected area—uncovered nuances in teacher instructions that can impact inquiry-based lessons as well as contribute to a practice-oriented perspective of science teaching. In particular, we found that these teachers attached importance to (a) preparing students for investigations, both cognitively and procedurally; (b) iterating pedagogical components where helping students understand and construct concepts did not follow a planned linear path but involved continuous monitoring of learning; and (c) synthesizing concepts in a consolidation phase. Our findings underscore the dialectical relationship between practice-oriented knowledge and theoretical conceptions of teaching/learning thereby helping educators better appreciate how teachers adapt inquiry science for different contexts.

The Influence of an Extensive Inquiry-Based Field Experience on Pre-Service Elementary Student Teachers' Science Teaching Beliefs

NASA Astrophysics Data System (ADS)

Bhattacharyya, Sumita; Volk, Trudi; Lumpe, Andrew

2009-06-01

This study examined the effects of an extensive inquiry-based field experience on pre service elementary teachers’ personal agency beliefs, a composite measure of context beliefs and capability beliefs related to teaching science. The research combined quantitative and qualitative approaches and included an experimental group that utilized the inquiry method and a control group that used traditional teaching methods. Pre- and post-test scores for the experimental and control groups were compared. The context beliefs of both groups showed no significant change as a result of the experience. However, the control group’s capability belief scores, lower than those of the experimental group to start with, declined significantly; the experimental group’s scores remained unchanged. Thus, the inquiry-based field experience led to an increase in personal agency beliefs. The qualitative data suggested a new hypothesis that there is a spiral relationship among teachers’ ability to establish communicative relationships with students, desire for personal growth and improvement, ability to implement multiple instructional strategies, and possession of substantive content knowledge. The study concludes that inquiry-based student teaching should be encouraged in the training of elementary school science teachers. However, the meaning and practice of the inquiry method should be clearly delineated to ensure its correct implementation in the classroom.

Collaboration and Inquiry: Cornell University Partnerships with Rural School Districts

NASA Astrophysics Data System (ADS)

Porter, K. A.

2003-12-01

Cornell University's location provides valuable opportunities for university-community collaboration. Schools in the area tend to be rural, with limited access to resources. Two projects in place at Cornell provide opportunities for collaboration between graduate students and local K-12 schools. These programs yield benefits for K-12 students by exposing them to resources (and expertise) otherwise unavailable to them; for K-12 teachers, by providing access to knowledge and resources brought to them by the graduate students; and for the graduate students who participate in the program, by giving them opportunities to teach and design curricula. The two programs provide options for outreach that fit many schedules, teaching goals, and interests. The Graduate Student School Outreach Program (GSSOP) is open to all graduate students and local K-12 teachers. Students and teachers often participate for several years in a row. Graduate students prepare a 6-8 session "mini-course" in an area of their interest, and they are matched to local teachers with similar interests or needs. Graduate student participants are required to submit a final formatted curriculum for the lessons that they have taught, and these curricula are made available to the public on the GSSOP web site. GSSOP is currently in its twelfth year as a student-coordinated program, and its funding comes primarily from Cornell's Public Service Center and alumni donations. The Cornell Science Inquiry Partnership (CSIP) provides an opportunity for graduate students in the sciences to participate in longer-term collaborations with regional schools. CSIP is administered under the National Science Foundation GK12 initiative and is currently in its fourth year. CSIP fellows make a year-long commitment to teaching and outreach and receive a full fellowship. Fellows may work with several middle- or high-school teachers over the course of the year, and they may teach many lessons over different time scales. As in GSSOP, CSIP fellows prepare curricula that are made available to the public. CSIP courses focus on inquiry-based instruction, and fellows attend weekly seminars in which inquiry-based teaching and lesson planning strategies and theory are discussed.

Implementing inquiry-based kits within a professional development school model

NASA Astrophysics Data System (ADS)

Jones, Mark Thomas

2005-07-01

Implementation of guided inquiry teaching for the first time carries inherent problems for science teachers. Reform efforts on inquiry-based science teaching are often unsustainable and are not sensitive to teachers' needs and abilities as professionals. Professional development schools are meant to provide a research-based partnership between a public school and a university. These collaborations can provide support for the professional development of teachers. This dissertation reports a study focused on the implementation of inquiry-based science kits within the support of one of these collaborations. The researcher describes the difficulties and successful adaptations experienced by science teachers and how a coteaching model provided support. These types of data are needed in order to develop a bottom-up, sustainable process that will allow teachers to implement inquiry-based science. A qualitative methodology with "researcher as participant" was used in this study of two science teachers during 2002--2003. These two teachers were supported by a coteaching model, which included preservice teachers for each teacher as well as a supervising professor. Data were collected from the researcher's direct observations of coteachers' practice. Data were also collected from interviews and reflective pieces from the coteachers. Triangulation of the data on each teacher's case supported the validity of the findings. Case reports were prepared from these data for each classroom teacher. These case reports were used and cross-case analysis was conducted to search for major themes and findings in the study. Major findings described the hurdles teachers encounter, examples of adaptations observed in the teachers' cases and the supportive interactions with their coteachers while implementing the inquiry-based kits. In addition, the data were used to make recommendations for future training and use of the kits and the coteaching model. Results from this study showed that the kit's guided structure of inquiry and the collaboration both affected the inservice teachers in the following ways: The coteaching model supported behavioral and material management issues caused by the implementation of the kits; collaboration with preservice teachers created a "smaller-class-size" effect, which allowed teachers to attend to a smaller number of students for cooperative learning and assessment, and the elementary inservice teachers learned pedagogical strategies and science content from collaborating with secondary preservice teachers in kit use and from the kits' curriculum. Results were used as a self-study for future training and support for implementation of inquiry-based kits.

Behavioral Objectives, Science Processes, and Learning from Inquiry-Oriented Instructional Materials.

ERIC Educational Resources Information Center

Anderson, Elaine J.; And Others

Investigated was the effect of systematically combined high and low level cognitive objectives upon the acquisition of science learning. An instructional unit based on a Biological Sciences Curriculum Study (BSCS) Inquiry Slide Set (structure and function, control of blood sugar, a homeostatic mechanism) was chosen because it included stimuli for…

What Middle Grade Students Say about Learning Science with Multimedia

ERIC Educational Resources Information Center

Goldenberg, Lauren B.; Heinze, Juliette; Ba, Harouna

2004-01-01

The JASON Multimedia Science Curriculum (JMSC) was developed in 1989 by the JASON Foundation for Education (www.jason.org), and is a multimedia, interdisciplinary, inquiry-based science curriculum that responds to the dual demands of teachers having to teach state standards while engaging students in scientific inquiry. The JMSC encourages…

Investigating the Effect of Argument-Driven Inquiry in Laboratory Instruction

ERIC Educational Resources Information Center

Demircioglu, Tuba; Ucar, Sedat

2015-01-01

The aim of this study is to investigate the effect of argument-driven inquiry (ADI) based laboratory instruction on the academic achievement, argumentativeness, science process skills, and argumentation levels of pre-service science teachers in the General Physics Laboratory III class. The study was conducted with 79 pre-service science teachers.…

Inquiry-Based Learning: A Framework for Assessing Science in the Early Years

ERIC Educational Resources Information Center

Marian, Hazel; Jackson, Claire

2017-01-01

This article draws on current literature leading to the development of a holistic framework to support practitioners in observation and assessment of childrens evolving inquiry skills. Evidence from the 2011 Trends in International Maths and Science Study (TIMSS) in England identifies a decline of year five student achievement in science. A…

Writing-to-Learn in the Inquiry-Science Classroom: Effective Strategies from Middle School Science and Writing Teachers

ERIC Educational Resources Information Center

Baker, William P.; Barstack, Renee; Clark, Diane; Hull, Elizabeth; Goodman, Ben; Kook, Judy; Kraft, Kaatje; Ramakrishna, Pushpa; Roberts, Elisabeth; Shaw, Jerome; Weaver, David; Lang, Michael

2008-01-01

Student writing skills are an important concern for every teacher. This is especially true when using inquiry-based approaches in the science classroom. Writing promotes critical-thinking skills and construction of vital scientific concepts and challenges ingrained misconceptions. Yet, many teachers encounter practical problems when incorporating…

The Impact of Experiencing 5E Learning Cycle on Developing Science Teachers' Technological Pedagogical Content Knowledge (TPACK)

ERIC Educational Resources Information Center

Mustafa, Mohamed Elfatih I.

2016-01-01

This study investigated the conditions and situations offered by Experiencing Inquiry Model (EIM) for developing science teacher's Technological Pedagogical Content Knowledge (TPACK). Also, the study explored the opportunities offered by EIM strategy in enhancing science teacher's abilities to design technology-based inquiry activities for science…

The Impact of a Practice-Teaching Professional Development Model on Teachers' Inquiry Instruction and Inquiry Efficacy Beliefs

ERIC Educational Resources Information Center

Lotter, Christine R.; Thompson, Stephen; Dickenson, Tammiee S.; Smiley, Whitney F.; Blue, Genine; Rea, Mary

2018-01-01

This study examined changes in middle school teachers' beliefs about inquiry, implementation of inquiry practices, and self-efficacy to teach science through inquiry after participating in a year-long professional development program. The professional development model design was based on Bandura's (1986) social cognitive theory of learning and…

Teacher's Reflection of Inquiry Teaching in Finland before and during an In-Service Program: Examination by a Progress Model of Collaborative Reflection

ERIC Educational Resources Information Center

Kim, Minkee; Lavonen, Jari; Juuti, Kalle; Holbrook, Jack; Rannikmae, Miia

2013-01-01

In inquiry-based science education, there have been gradual shifts in research interests: the nature of scientific method, the debates on the effects of inquiry learning, and, recently, inquiry teaching. However, many in-service programs for inquiry teaching have reported inconsistent results due to the static view of classroom inquiries and due…

Educating Through Exploration: Emerging Evidence for Improved Learning Outcomes Using a New Theory of Digital Learning Design

NASA Astrophysics Data System (ADS)

Anbar, Ariel; Center for Education Through eXploration

2018-01-01

Advances in scientific visualization and public access to data have transformed science outreach and communication, but have yet to realize their potential impacts in the realm of education. Computer-based learning is a clear bridge between visualization and education that benefits students through adaptative personalization and enhanced access. Building this bridge requires close partnerships among scientists, technologists, and educators.The Infiniscope project fosters such partnerships to produce exploration-driven online learning experiences that teach basic science concepts using a combination of authentic space science narratives, data, and images, and a personalized guided inquiry approach. Infiniscope includes a web portal to host these digital learning experiences, as well as a teaching network of educators using and modifying these experiences. Infiniscope experiences are built around a new theory of digital learning design that we call “education through exploration” (ETX) developed during the creation of successful online, interactive science courses offered at ASU and other institutions. ETX builds on the research-based practices of active learning and guided inquiry to provide a set of design principles that aim to develop higher order thinking skills in addition to understanding of content. It is employed in these experiences by asking students to solve problems and actively discover relationships, supported by an intelligent tutoring system which provides immediate, personalized feedback and scaffolds scientific thinking and methods. The project is led by ASU’s School of Earth and Space Exploration working with learning designers in the Center for Education Through eXploration, with support from NASA’s Science Mission Directorate as part of the NASA Exploration Connection program.We will present an overview of ETX design, the Infinscope project, and emerging evidence of effectiveness.

Lift, Squeeze, Stretch, and Twist: Research-Based Inquiry Physics Experiences (RIPE) of Energy for Kindergartners

ERIC Educational Resources Information Center

Van Hook, Stephen J.; Huziak-Clark, Tracy L.

2008-01-01

This study examines changes in kindergarten students' understanding of energy after participating in a series of lessons developed using an inquiry-based early childhood science teaching model: Research-based Inquiry Physics Experiences (RIPE). The lessons addressed where objects get their energy and what they use their energy to do, and how…

Crawl into Inquiry-Based Learning: Hermit Crab Experiments

ERIC Educational Resources Information Center

Wolf, Maya; Laferriere, Alix

2009-01-01

There is a particular need for inquiry-based lessons in the early elementary grades, when students are starting to develop their analytical skills. In this article, the authors present a 2-tiered inquiry-based lesson plan for 1st and 2nd grades that has been successfully used by graduate teaching fellows involved in the National Science Foundation…

A Randomized Study of a Literacy-Integrated Science Intervention for Low-Socio-economic Status Middle School Students: Findings from first-year implementation

NASA Astrophysics Data System (ADS)

Tong, Fuhui; Irby, Beverly J.; Lara-Alecio, Rafael; Guerrero, Cindy; Fan, Yinan; Huerta, Margarita

2014-08-01

This paper presents the findings from a randomized control trial study of reading/literacy-integrated science inquiry intervention after 1 year of implementation and the treatment effect on 5th-grade low-socio-economic African-American and Hispanic students' achievement in science and English reading. A total of 94 treatment students and 194 comparison students from four randomized intermediate schools participated in the current project. The intervention consisted of ongoing professional development and specific instructional science lessons with inquiry-based learning, direct and explicit vocabulary instruction, and integration of reading and writing. Results suggested that (a) there was a significantly positive treatment effect as reflected in students' higher performance in district-wide curriculum-based tests of science and reading and standardized tests of science, reading, and English reading fluency; (b) males and females did not differ significantly from participating in science inquiry instruction; (c) African-American students had lower chance of sufficiently mastering the science concepts and achieving above the state standards when compared with Hispanic students across gender and condition, and (d) below-poverty African-American females are the most vulnerable group in science learning. Our study confirmed that even a modest amount of literacy integration in inquiry-based science instruction can promote students' science and reading achievement. Therefore, we call for more experimental research that focus on the quality of literacy-integrated science instruction from which middle grade students, particularly low-socio-economic status students, can benefit.

"Kindergarten, can I have your eyes and ears?" politeness and teacher directive choices in inquiry-based science classrooms

NASA Astrophysics Data System (ADS)

Oliveira, Alandeom Wanderlei

2009-12-01

This study explores elementary teachers' social understandings and employment of directives and politeness while facilitating inquiry science lessons prior and subsequent to their participation in a summer institute in which they were introduced to the scholarly literature on regulative discourse (directives used by teachers to regulate student behavior). A grounded theory analysis of the institute professional development activities revealed that teachers developed an increased awareness of the authoritative functions served by impolite or direct directives (i.e., pragmatic awareness). Furthermore, a comparative microethnographic analysis of participants' inquiry-based classroom practices revealed that after the institute teachers demonstrated an increased ability to share authority with students by strategically making directive choices that were more polite, indirect, inclusive, involvement-focused and creative. Such ability led to a reduced emphasis on teacher regulation of student compliance with classroom behavioral norms and an increased focus on the discursive organization of the inquiry-based science learning/teaching process. Despite teachers' increased pragmatic awareness, teacher-student linguistic relationships did not become entirely symmetrical subsequent to their participation in the summer institute (i.e., teacher authority was not completely relinquished or lost). Based on such findings, it is argued that teachers need to develop higher levels of pragmatic awareness to become effectively prepared to engage in language-mediated teacher-student interaction in the context of inquiry-based science classroom discourse.

The impact of inquiry-based learning on the critical thinking dispositions of pre-service science teachers

NASA Astrophysics Data System (ADS)

Arsal, Zeki

2017-07-01

In the study, the impact of inquiry-based learning on pre-service teachers' critical thinking dispositions was investigated. The sample of the study comprised of 56 pre-service teachers in the science education teacher education programme at the public university in the north of Turkey. In the study, quasi-experimental design with an experimental and a control group were applied to find out the impact of inquiry-based learning on the critical thinking dispositions of the pre-service teachers in the teacher education programme. The results showed that the pre-service teachers in the experimental group did not show statistically significant greater progress in terms of critical thinking dispositions than those in the control group. Teacher educators who are responsible for pedagogical courses in the teacher education programme should consider that the inquiry-based learning could not be effective method to improve pre-service teachers' critical thinking dispositions. The results are discussed in relation to potential impact on science teacher education and implications for future research.

A self-study of designing and implementing an inquiry-based chemistry course for elementary education majors

NASA Astrophysics Data System (ADS)

Larson, Teresa

2011-12-01

This self-study examines my experiences with implementing an inquiry-based version of a chemistry course (Chemistry 299) designed for elementary education majors. The inquiry-based curriculum design and teaching strategies that I implement in Chemistry 299 is the focus of this study. Since my previous education and professional experiences were in the physical sciences, I position myself in this study as a scientist who engages in self-study as a form of professional development for the purpose of developing an inquiry-based curriculum and instructional practices. My research provides an inside perspective of the curriculum development process. This process involves implementing the inquiry-oriented ideas and knowledge I acquired in my graduate studies to design the curriculum and influence my teaching practice. My analysis of the curriculum and my instruction is guided by two questions: What are the strengths and weaknesses of the inquiry-based Chemistry 299 curriculum design? What does the process of developing my inquiry-based teaching practice entail and what makes is challenging? Schwab's (1973) The Practical 3: Translation into Curriculum serves as the theoretical framework for this study because of the emphasis Schwab places on combining theoretical and practical knowledge in the curriculum development process and because of the way he characterizes the curriculum. The findings in this study are separated into curriculum and instruction domains. First, the Chemistry 299 curriculum was designed to make the epistemological practices of scientists "accessible" to students by emphasizing epistemic development with respect to their ideas about scientific inquiry and science learning. Using student learning as a gauge for progress, I identify specific design elements that developed transferable inquiry skills as a means to support scientific literacy and pre-service teacher education. Second, the instruction-related findings built upon the insight I gained through my analysis of the curriculum. The data reveals four areas of inner conflict I dealt with throughout the study that related to underlying beliefs I held about science teaching and learning. The implications of the study position the Chemistry 299 curriculum in the field and speak to issues related to developing science courses for elementary education majors and professional development for scientists.

The development and validation of an instrument to measure preservice teachers' self-efficacy in regard to the teaching of science as inquiry

NASA Astrophysics Data System (ADS)

Dira-Smolleck, Lori

The purpose of this study was to develop, validate and establish the reliability of an instrument that measures preservice teachers' self-efficacy in regard to the teaching of science as inquiry. The instrument (TSI) is based upon the work of Bandura, Riggs, and Enochs & Riggs (1990). The study used Bandura's theoretical framework in that the instrument uses the self-efficacy construct to explore the beliefs of prospective elementary science teachers with regards to the teaching of science through inquiry: specifically, the two dimensions of self-efficacy beliefs defined by Bandura: personal self-efficacy and outcome expectancy. Self-efficacy in regard to the teaching of science as inquiry was measured through the use of a 69-item Likert scale instrument designed by the author of the study. A 13-step plan was designed and followed in the process of developing the instrument. Using the results from Chronbach Alpha and Analysis of Variance, a 69-item instrument was found to achieve the greatest balance across the construct validity, reliability and item balance with the Essential Elements of Classroom Inquiry content matrix. Based on the standardized development processes used and the associated evidence, the TSI appears to be a content and construct valid instrument, with high internal reliability for use with prospective elementary teachers to assess self-efficacy beliefs in regard to the teaching of science as inquiry. Implications for research, policy and practice are also discussed.

Backwards Faded Scaffolding Impact on Pre-Service Teachers’ Cognition

NASA Astrophysics Data System (ADS)

Slater, T. F.; Slater, S. J.

2009-12-01

In response to national reform movements calling for future teachers to be prepared to design and deliver science instruction using the principles of inquiry in the context of Earth system science, we created and evaluated an innovative curriculum for specially designed courses for pre-service elementary education and secondary undergraduates based upon an inquiry-oriented teaching approach framed by the notions of backwards faded-scaffolding as an overarching theme for inquiry-oriented instruction. Students completed both structured- and open-inquiry projects using online scientific data bases, particularly those available from NASA, and presented the results of their investigations several times throughout the semester as a mini-science conference. Using a single-group, multiple-measures, quasi-experimental design, students demonstrated enhanced content knowledge of astronomy and inquiry as well as attitudes and self-efficacy toward teaching as measured by the Test of Astronomy STandards (TOAST), the Science Teaching Efficacy Belief Instrument - Version B, and the Attitudes Toward Science Inventory. We adopted a model of inquiry where: (i) students are engaged in questions; (ii) students are designing plans to pursue data; and (iii) students are generating and defending conclusions based on evidence they have collected. We developed an approach that is directly in contrast with the open inquiry “science fair” model to specifically use carefully scaffolded, shorter term inquiries, placing the most challenging aspects of “question generation” at the end of the lessons. In this model, during students' first experience with inquiry they are guided through the entire process, from research question to the appropriate content and format for a scientific conclusion. In their second experience, students generate their conclusions independently, with the previous experience set out as a guide for content and format. They are required to make sense of data that has been purposefully and logically planned, collected, and analyzed with instructor guidance. They construct and defend conclusions based upon evidence that is, effectively, given to them. By the time students reach their third inquiry they have been exposed to two experiences in which they were guided through the process of data collection and analysis. On this third inquiry data collection and analysis becomes an independent task. By the fourth inquiry, students have received explicit instruction on the connection between the research question or hypothesis, and the procedure undergone to address those questions three times. They are positioned to take responsibility for creating a plausible method for collecting data given a research prompt. By the fifth inquiry, students have now seen four examples of quality research questions andhypotheses, and their relationship to procedures, data collection and conclusions. At this point they are positioned to successfully conduct an entire inquiry cycle. This strategy is specifically designed to provide students with early success and a sense of how the pieces of the scientific process connect to each other.

Neuroscience in middle schools: a professional development and resource program that models inquiry-based strategies and engages teachers in classroom implementation.

PubMed

MacNabb, Carrie; Schmitt, Lee; Michlin, Michael; Harris, Ilene; Thomas, Larry; Chittendon, David; Ebner, Timothy J; Dubinsky, Janet M

2006-01-01

The Department of Neuroscience at the University of Minnesota and the Science Museum of Minnesota have developed and implemented a successful program for middle school (grades 5-8) science teachers and their students, called Brain Science on the Move. The overall goals have been to bring neuroscience education to underserved schools, excite students about science, improve their understanding of neuroscience, and foster partnerships between scientists and educators. The program includes BrainU, a teacher professional development institute; Explain Your Brain Assembly and Exhibit Stations, multimedia large-group presentation and hands-on activities designed to stimulate student thinking about the brain; Class Activities, in-depth inquiry-based investigations; and Brain Trunks, materials and resources related to class activities. Formal evaluation of the program indicated that teacher neuroscience knowledge, self-confidence, and use of inquiry-based strategies and neuroscience in their classrooms have increased. Participating teachers increased the time spent teaching neuroscience and devoted more time to "inquiry-based" teaching versus "lecture-based teaching." Teachers appreciated in-depth discussions of pedagogy and science and opportunities for collegial interactions with world-class researchers. Student interest in the brain and in science increased. Since attending BrainU, participating teachers have reported increased enthusiasm about teaching and have become local neuroscience experts within their school communities.

A Five-Stage Prediction-Observation-Explanation Inquiry-Based Learning Model to Improve Students' Learning Performance in Science Courses

ERIC Educational Resources Information Center

Hsiao, Hsien-Sheng; Chen, Jyun-Chen; Hong, Jon-Chao; Chen, Po-Hsi; Lu, Chow-Chin; Chen, Sherry Y.

2017-01-01

A five-stage prediction-observation-explanation inquiry-based learning (FPOEIL) model was developed to improve students' scientific learning performance. In order to intensify the science learning effect, the repertory grid technology-assisted learning (RGTL) approach and the collaborative learning (CL) approach were utilized. A quasi-experimental…

Do Variations of Science Teaching Approaches Make Difference in Shaping Student Content and Problem Solving Achievement across Different Racial/Ethnic Groups?

ERIC Educational Resources Information Center

Gao, Su; Wang, Jian

2016-01-01

Students' frequent exposure to inquiry-based science teaching is presumed more effective than their exposure to traditional didactic instruction in helping improve competence in content knowledge and problem solving. Framed through theoretical perspectives of inquiry-based instruction and culturally relevant pedagogy, this study examines this…

Understanding the Influence of Intrinsic and Extrinsic Factors on Inquiry-Based Science Education at Township Schools in South Africa

ERIC Educational Resources Information Center

Ramnarain, Umesh

2016-01-01

This mixed-methods research investigated teachers' perceptions of intrinsic factors (personal attributes of the teacher) and extrinsic factors (environmental) influencing the implementation of inquiry-based science learning at township (underdeveloped urban area) high schools in South Africa. Quantitative data were collected by means of an adapted…

Information Fluency for Undergraduate Biology Majors: Applications of Inquiry-based Learning in a Developmental Biology Course

ERIC Educational Resources Information Center

Gehring, Kathleen M.; Eastman, Deborah A.

2008-01-01

Many initiatives for the improvement of undergraduate science education call for inquiry-based learning that emphasizes investigative projects and reading of the primary literature. These approaches give students an understanding of science as a process and help them integrate content presented in courses. At the same time, general initiatives to…

Unpacking the Complex Relationship between Beliefs, Practice, and Change Related to Inquiry-Based Instruction of One Science Teacher

ERIC Educational Resources Information Center

Lebak, Kimberly

2015-01-01

This case study examines the complex relationship between beliefs, practice, and change related to inquiry-based instruction of one science teacher teaching in a high-poverty urban school. This study explores how video-supported collaboration with peers can provide the catalyst for change. Transcribed collaborative dialogue sessions, written…

Student's Social Interaction in Inquiry-Based Science Education: How Experiences of Flow Can Increase Motivation and Achievement

ERIC Educational Resources Information Center

Ellwood, Robin; Abrams, Eleanor

2018-01-01

This research investigated how student social interactions within two approaches to an inquiry-based science curriculum could be related to student motivation and achievement outcomes. This qualitative case study consisted of two cases, Off-Campus and On-Campus, and used ethnographic techniques of participant observation. Research participants…

The Effect of Reflective Discussions following Inquiry-Based Laboratory Activities on Students' Views of Nature of Science

ERIC Educational Resources Information Center

Yacoubian, Hagop A.; BouJaoude, Saouma

2010-01-01

This research investigated the effect of reflective discussions following inquiry-based laboratory activities on students' views of the tentative, empirical, subjective, and social aspects of nature of science (NOS). Thirty-eight grade six students from a Lebanese school participated in the study. The study used a pretest-posttest control-group…

The Role Played by Contextual Challenges in Practising Inquiry-Based Science Teaching in Tanzania "Secondary Schools"

ERIC Educational Resources Information Center

Mkimbili, Selina Thomas; Tiplic, Dijana; Ødegaard, Marianne

2017-01-01

Our study aims to explore the practice of Inquiry-based Science Teaching (IBST) in schools with contextual challenges in Tanzania. The study draws on multiple data sources. Eleven teachers purposively selected were interviewed. Also, out of 11 teachers, seven were observed in their practical sessions. Participants were selected from community…

Sustaining Reform-Based Science Teaching of Preservice and Inservice Elementary School Teachers

NASA Astrophysics Data System (ADS)

Sullivan-Watts, Barbara K.; Nowicki, Barbara L.; Shim, Minsuk K.; Young, Betty J.

2013-08-01

This study examined the influence of a professional development program based around commercially available inquiry science curricula on the teaching practices of 27 beginning elementary school teachers and their teacher mentors over a 2 year period. A quantitative rubric used to score inquiry elements and use of data in videotaped lessons indicated that education students assigned to inquiry-based classrooms during their methods course or student teaching year outperformed students without this experience. There was also a significant positive effect of multi-year access to the kit-based program on mentor teaching practice. Recent inclusion of a "writing in science" program in both preservice and inservice training has been used to address the lesson element that received lowest scores—evaluation of data and its use in scientific explanation.

Creating Polyphony with Exploratory Web Documentation in Singapore

ERIC Educational Resources Information Center

Lim, Sirene; Hoo, Lum Chee

2012-01-01

We introduce and reflect on "Images of Teaching", an ongoing web documentation research project on preschool teaching in Singapore. This paper discusses the project's purpose, methodological process, and our learning points as researchers who aim to contribute towards inquiry-based professional learning. The website offers a window into…

Mendeley: Creating Communities of Scholarly Inquiry through Research Collaboration

ERIC Educational Resources Information Center

Zaugg, Holt; West, Richard E.; Tateishi, Isaku; Randall, Daniel L.

2010-01-01

Mendeley is a free, web-based tool for organizing research citations and annotating their accompanying PDF articles. Adapting Web 2.0 principles for academic scholarship, Mendeley integrates the management of the research articles with features for collaborating with researchers locally and worldwide. In this article the features of Mendeley are…

The effects of inquiry-based science on the social and communicative skills of students with low-incidence disabilities

NASA Astrophysics Data System (ADS)

D'Angelo, Heather Hopkins

This research utilized inquiry based science as a vehicle to implement and maintain social skills training for secondary students, ages 14 to 20, with low-incidence disabilities in a self-contained classroom. This three year action research study examined the effects of an inquiry based science curriculum on the level and quantity of social skills used by students with one or more of the following challenges: significant learning disability (functioning more than two grade levels below grade level), emotional/social disability, mental retardation, Autism, and/or varying degrees of brain damage. Through the use of video recording, the students in the study were analyzed based on the level of social interaction and the amount of socialization that took place during inquiry based science. The skills sought were based on the social and communication skills earmarked in the students' weekly social skills training class and their Individualized Education Plans (IEP). Based on previous research in social skills training it has been determined that where social skills training is lacking are in the areas of transfer and maintenance of skills. Due to the natural social behavior that must take place in inquiry based science this group of students were found to exhibit gains in (1) quantity of social interactions on topic; (2) developing higher levels of social interactions (sharing, taking other's suggestions, listening and responding appropriately, etc.); and (3) maintenance of social skills taught outside of formal social skills training. These gains were seen overall in the amount of student involvement during inquiry based science verses teacher involvement. Such increases are depicted through students' verbal exchanges, excerpts from field notes, and student reflections. The findings of this research is expected to guide special educators, administrators and directors of curriculum as to how to better create curriculum for this specific population where social skills training is utilized and maintained in all aspects of the academic day, thus helping this population of student achieve more independence and appropriate interactions in their live as citizens of society.

The Impact of Inquiry Based Instruction on Science Process Skills and Self-Efficacy Perceptions of Pre-Service Science Teachers at a University Level Biology Laboratory

ERIC Educational Resources Information Center

Sen, Ceylan; Sezen Vekli, Gülsah

2016-01-01

The aim of this study is to determine the influence of inquiry-based teaching approach on pre-service science teachers' laboratory self-efficacy perceptions and scientific process skills. The quasi experimental model with pre-test-post-test control group design was used as an experimental design in this research. The sample of this study included…

Inquiry-Based Science Instruction--What Is It and Does It Matter? Results from a Research Synthesis Years 1984 to 2002

ERIC Educational Resources Information Center

Minner, Daphne D.; Levy, Abigail Jurist; Century, Jeanne

2010-01-01

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…

Focusing on the Processes of Science Using Inquiry-oriented Astronomy Labs for Learning Astronomy

NASA Astrophysics Data System (ADS)

Speck, Angela; Ruzhitskaya, L.; Whittington, A.; Witzig, S.

2010-01-01

The U.S. National Science Education Standards provide guidelines for teaching science through inquiry, where students actively develop their understanding of science by combining scientific knowledge with reasoning and thinking skills. Inquiry activities include reading scientific literature, generating hypotheses, designing and carrying out investigations, interpreting data, and formulating conclusions. Inquiry-based instruction emphasizes questions, evidence, and explanation, the essential features of inquiry. We present two projects designed to develop learning materials for laboratory experiences in an undergraduate astronomy course. First, we engage students in inquiry-based learning by using "mini-journal” articles that follow the format of a scientific journal article, including a title, authors, abstract, introduction, methods, results, discussion and citations to peer-reviewed literature. The mini-journal provides a scaffold and serves as a springboard for students to develop and carry out their own follow-up investigation. They then present their findings in the form of their own mini-journal. This mini-journal format more directly reflects and encourages scientific practice. We use this technique in both introductory and upper level courses. The second project develops 3D virtual reality environments to help students interact with scientific constructs, and the use of collaborative learning tools to motivate student activity, deepen understanding and support knowledge building.

Impact of a Student-Teacher-Scientist Partnership on Students' and Teachers' Content Knowledge, Attitudes toward Science, and Pedagogical Practices

ERIC Educational Resources Information Center

Houseal, Ana K.; Abd-El-Khalick, Fouad; Destefano, Lizanne

2014-01-01

Engaging K-12 students in science-based inquiry is at the center of current science education reform efforts. Inquiry can best be taught through experiential, authentic science experiences, such as those provided by Student-Teacher-Scientist Partnerships (STSPs). However, very little is known about the impact of STSPs on teachers' and…

Incorporating Inquiry into Upper-Level Homework Assignments: The Mini-Journal

NASA Astrophysics Data System (ADS)

Whittington, A. G.; Speck, A. K.; Witzig, S. B.; Abell, S. K.

2009-12-01

The U.S. National Science Education Standards provide guidelines for teaching science through inquiry, where students actively develop their understanding of science by combining scientific knowledge with reasoning and thinking skills. Inquiry activities include reading scientific literature, generating hypotheses, designing and carrying out investigations, interpreting data, and formulating conclusions. Inquiry-based instruction emphasizes questions, evidence, and explanation, the essential features of inquiry. As part of an NSF-funded project, “CUES: Connecting Undergraduates to the Enterprise of Science,” new inquiry-based homework materials were developed for two upper-level classes at the University of Missouri: Geochemistry (required for Geology majors), and Solar System Science (open to seniors and graduate students, co-taught and cross-listed between Geology and Physics & Astronomy). We engage students in inquiry-based learning by presenting homework exercises as “mini-journal” articles that follow the format of a scientific journal article, including a title, authors, abstract, introduction, methods, results, discussion and citations to peer-reviewed literature. The mini-journal provides a scaffold and serves as a springboard for students to develop and carry out their own follow-up investigation. They then present their findings in the form of their own mini-journal. Mini-journals replace traditional homework problem sets with a format that more directly reflects and encourages scientific practice. Students are engaged in inquiry-based homework which encompass doing, thinking, and communicating, while the minijournal allows the instructor to contain lines of inquiry within the limits posed by available resources. In the examples we present, research is conducted via spreadsheet modeling, where the students develop their own spreadsheets. The key differences between the old and new formats include (i) the active participation of the students in defining the problem that they will pursue, (ii) the open-ended nature of the inquiry, such that students need to recognize when they have enough information to answer their question, (iii) presentation of results in graphical and tabular formats, and (iv) a written discussion of their findings. We present both the rationale for and concept of using mini-journal homeworks, and provide specific examples we are currently employing in classes. In addition, we explore the challenges (real and perceived) and successes associated with implementing such a technique, and examine student feedback comparing mini-journal and traditional homework formats from the same classes.

Students' Participation in an Interdisciplinary, Socioscientific Issues Based Undergraduate Human Biology Major and Their Understanding of Scientific Inquiry

ERIC Educational Resources Information Center

Eastwood, Jennifer L.; Sadler, Troy D.; Sherwood, Robert D.; Schlegel, Whitney M.

2013-01-01

The purpose of this study was to examine whether Socioscientific Issues (SSI) based learning environments affect university students' epistemological understanding of scientific inquiry differently from traditional science educational contexts. We identify and compare conceptions of scientific inquiry of students participating in an…

Computational Scientific Inquiry with Virtual Worlds and Agent-Based Models: New Ways of Doing Science to Learn Science

ERIC Educational Resources Information Center

Jacobson, Michael J.; Taylor, Charlotte E.; Richards, Deborah

2016-01-01

In this paper, we propose computational scientific inquiry (CSI) as an innovative model for learning important scientific knowledge and new practices for "doing" science. This approach involves the use of a "game-like" virtual world for students to experience virtual biological fieldwork in conjunction with using an agent-based…

Depth and breadth: Bridging the gap between scientific inquiry and high-stakes testing with diverse junior high school students

NASA Astrophysics Data System (ADS)

Kang, Jee Sun Emily

This study explored how inquiry-based teaching and learning processes occurred in two teachers' diverse 8th grade Physical Science classrooms in a Program Improvement junior high school within the context of high-stakes standardized testing. Instructors for the courses examined included not only the two 8th grade science teachers, but also graduate fellows from a nearby university. Research was drawn from inquiry-based instruction in science education, the achievement gap, and the high stakes testing movement, as well as situated learning theory to understand how opportunities for inquiry were negotiated within the diverse classroom context. Transcripts of taped class sessions; student work samples; interviews of teachers and students; and scores from the California Standards Test in science were collected and analyzed. Findings indicated that the teachers provided structured inquiry in order to support their students in learning about forces and to prepare them for the standardized test. Teachers also supported students in generating evidence-based explanations, connecting inquiry-based investigations with content on forces, proficiently using science vocabulary, and connecting concepts about forces to their daily lives. Findings from classroom data revealed constraints to student learning: students' limited language proficiency, peer counter culture, and limited time. Supports were evidenced as well: graduate fellows' support during investigations, teachers' guided questioning, standardized test preparation, literacy support, and home-school connections. There was no statistical difference in achievement on the Forces Unit test or science standardized test between classes with graduate fellows and without fellows. There was also no statistical difference in student performance between the two teachers' classrooms, even though their teaching styles were very different. However, there was a strong correlation between students' achievement on the chapter test and their achievement on the Forces portion of the CST. Students' English language proficiency and socioeconomic status were also strongly correlated with their achievement on the standardized test. Notwithstanding the constraints of standardized testing, the teachers had students practice the heart of inquiry -- to connect evidence with explanations and process with content. Engaging in inquiry-based instruction provided a context for students, even English language learners, to demonstrate their knowledge of forces. Students had stronger and more detailed ideas about concepts when they engaged in activities that were tightly connected to the concepts, as well as to their lives and experiences.

Effective, Sustained Inquiry-Based Instruction Promotes Higher Science Proficiency Among All Groups: A 5-Year Analysis

NASA Astrophysics Data System (ADS)

Marshall, Jeff C.; Alston, Daniel M.

2014-11-01

Student's performance in science classrooms has continued to languish throughout the USA. Even though proficiency rates on national tests such as National Assessment of Educational Progress are higher for Caucasian students than African-Americans and Hispanics, all groups lack achieving desired proficiency rates. Further, the Next Generation Science Standards detail a new higher benchmark for all students. This study analyzes a professional development (PD) project, entitled Inquiry in Motion, designed to (a) facilitate teacher transformation toward greater quantity and quality of inquiry-based instruction, (b) improve student achievement in science practices and science concepts, and (c) begin to narrow the achievement gap among various groups. This 5-year PD study included 11 schools, 74 middle school teachers, and 9,981 students from diverse, high minority populations. Findings from the quasi-experimental study show statistically significant gains for all student groups (aggregate, males, females, Caucasians, African-Americans, and Hispanics) on all three science Measure of Academic Progress tests (composite, science practices, and science concepts) when compared to students of non-participating teachers. In addition to an increase in overall performance for all groups, a narrowing of the achievement gap of minority students relative to Caucasian students was seen. When combined with other studies, this study affirms that, when facilitated effectively, inquiry-based instruction may benefit all students, for all demographic groups measured.

Evaluation of a High School Fair Program for Promoting Successful Inquiry-based Learning

NASA Astrophysics Data System (ADS)

Betts, Julia Nykeah

The success of inquiry-based learning (IBL) in supporting science literacy can be challenged when students encounter obstacles in the absence of proper support. This research is intended to evaluate the effectiveness of an Oregon public school district's regional science fair coaching program in promoting inquiry skills and positive attitudes toward science in participating high school students. The purpose of this study was to better understand students' perception of program support, obstacles or barriers faced by students, and potential benefits of IBL facilitated by the science fair program. Data included responses to informal and semi-structured interviews, an anonymous survey, a Skills assessment of final project displays, and an in-depth case study on three students' experiences. Results suggest that the science fair program can properly engage participants in authentic IBL. However, when assessing the participant's final project displays, I found that previous fair experience did not significantly increase mean scores as identified by the official Oregon Department of Education (ODE) scoring guides. Based on results from the case study, it is suggested that participants' low science self-concept, poor understanding of inquiry skills, and inability to engage in reflective discourse may reduce students' abilities to truly benefit. Recommendations to address this discrepancy include identifying specific needs of students through a pre--fair survey to develop more targeted support, and providing new opportunities to develop skills associated with science-self concept, understanding of inquiry and reflective discourse. In addition, results suggest that students would benefit from more financial support in the form of grants, and more connections with knowledgeable mentors.

The Proof of the Pudding?: A Case Study of an "At-Risk" Design-Based Inquiry Science Curriculum

NASA Astrophysics Data System (ADS)

Chue, Shien; Lee, Yew-Jin

2013-12-01

When students collaboratively design and build artifacts that require relevant understanding and application of science, many aspects of scientific literacy are developed. Design-based inquiry (DBI) is one such pedagogy that can serve these desired goals of science education well. Focusing on a Projectile Science curriculum previously found to be implemented with satisfactory fidelity, we investigate the many hidden challenges when using DBI with Grade 8 students from one school in Singapore. A case study method was used to analyze video recordings of DBI lessons conducted over 10 weeks, project presentations, and interviews to ascertain the opportunities for developing scientific literacy among participants. One critical factor that hindered learning was task selection by teachers, which emphasized generic scientific process skills over more important cognitive and epistemic learning goals. Teachers and students were also jointly engaged in forms of inquiry that underscored artifact completion over deeper conceptual and epistemic understanding of science. Our research surfaced two other confounding factors that undermined the curriculum; unanticipated teacher effects and the underestimation of the complexity of DBI and of inquiry science in general. Thus, even though motivated or experienced teachers can implement an inquiry science curriculum with good fidelity and enjoy school-wide support, these by themselves will not guarantee deep learning of scientific literacy in DBI. Recommendations are made for navigating the hands- and minds-on aspects of learning science that is an asset as well as inherent danger during DBI teaching.

Collaboration in teacher workshops and citizen science

NASA Astrophysics Data System (ADS)

Gibbs, M. G.; Buxner, S.; Gay, P.; Crown, D. A.; Bracey, G.; Gugliucci, N.; Costello, K.; Reilly, E.

2013-12-01

The Moon and Earth system is an important topic for elementary and middle school science classrooms. Elementary and middle school teachers are challenged to keep current in science. The Planetary Science Institute created a program titled Workshops in Science Education and Resources (WISER): Planetary Perspectives to assist in-service K-12 teachers with their knowledge in earth and space science, using up-to-date science and inquiry activities to assist them in engaging their students. To augment the science and add a new aspect for teacher professional development, PSI is working in a new partnership collaborating with the Cosmoquest project in engaging teachers in authentic inquiry of the Moon. Teachers now learn about the Moon from PSI scientists and education staff and then engage in inquiry of the Moon using CosmoQuest's online citizen science project MoonMappers and its accompanying classroom curriculum TerraLuna. Through MoonMappers, teachers and students explore the lunar surface by viewing high-resolution pictures from the Lunar Reconnaissance Orbiter and marking craters and other interesting features. In addition, TerraLuna provides a unit of inquiry-based activities that bring MoonMappers and its science content into the classroom. This program addresses standards teachers need to teach and helps them not only teach about the Moon but also engage their students in authentic inquiry of the lunar surface.

Ocean Science in a K-12 setting: Promoting Inquiry Based Science though Graduate Student and Teacher Collaboration

NASA Astrophysics Data System (ADS)

Lodico, J. M.; Greely, T.; Lodge, A.; Pyrtle, A.; Ivey, S.; Madeiros, A.; Saleem, S.

2005-12-01

The University of South Florida, College of Marine Science Oceans: GK-12 Teaching Fellowship Program is successfully enriching science learning via the oceans. Funded by the National Science Foundation, the program provides a unique opportunity among scientists and K-12 teachers to interact with the intention of bringing ocean science concepts and research to the classroom environment enhance the experience of learning and doing science, and to promote `citizen scientists' for the 21st century. The success of the program relies heavily on the extensive summer training program where graduate students develop teaching skills, create inquiry based science activities for a summer Oceanography Camp for Girls program and build a relationship with their mentor teacher. For the last year and a half, two graduate students from the College of Marine Science have worked in cooperation with teachers from the Pinellas county School District, Southside Fundamental Middle School. Successful lesson plans brought into a 6th grade Earth Science classroom include Weather and climate: Global warming, The Geologic timescale: It's all about time, Density: Layering liquids, and Erosion processes: What moves water and sediment. The school and students have benefited greatly from the program experiencing hands-on inquiry based science and the establishment of an after school science club providing opportunities for students to work on their science fair projects and pursuit other science interests. Students are provided scoring rubrics and their progress is creatively assessed through KWL worksheets, concept maps, surveys, oral one on one and classroom discussions and writing samples. The year culminated with a series of hands on lessons at the nearby beach, where students demonstrated their mastery of skills through practical application. Benefits to the graduate student include improved communication of current science research to a diverse audience, a better understanding of the perspective of teachers and their content knowledge, and experience working with children and youth. The GK-12 teacher mentor benefits include a resource of inquiry based ocean science activities and increased knowledge of current scientific ocean research. The K-12 students gain an opportunity to be engage with young passionate scientists, learn about current ocean science research, and experience inquiry based science activities relating to concepts already being taught in their classroom. This program benefits all involved including the graduate students, the teachers, the K-12 students and the community.

Networking for Leadership, Inquiry, and Systemic Thinking: A New Approach to Inquiry-Based Learning.

ERIC Educational Resources Information Center

Byers, Al; Fitzgerald, Mary Ann

2002-01-01

Points out difficulties with a change from traditional teaching methods to a more inquiry-centered approach. Presents theoretical and empirical foundations for the Networking for Leadership, Inquiry, and Systemic Thinking (NLIST) initiative sponsored by the Council of State Science Supervisors (CSSS) and NASA, describes its progress, and outlines…

Science Teachers' Views and Stereotypes of Religion, Scientists and Scientific Research: A call for scientist-science teacher partnerships to promote inquiry-based learning

NASA Astrophysics Data System (ADS)

Mansour, Nasser

2015-07-01

Despite a growing consensus regarding the value of inquiry-based learning (IBL) for students' learning and engagement in the science classroom, the implementation of such practices continues to be a challenge. If science teachers are to use IBL to develop students' inquiry practices and encourage them to think and act as scientists, a better understanding of factors that influence their attitudes towards scientific research and scientists' practices is very much needed. Within this context there is a need to re-examine the science teachers' views of scientists and the cultural factors that might have an impact on teachers' views and pedagogical practices. A diverse group of Egyptian science teachers took part in a quantitative-qualitative study using a questionnaire and in-depth interviews to explore their views of scientists and scientific research, and to understand how they negotiated their views of scientists and scientific research in the classroom, and how these views informed their practices of using inquiry in the classroom. The findings highlighted how the teachers' cultural beliefs and views of scientists and scientific research had constructed idiosyncratic pedagogical views and practices. The study suggested implications for further research and argued for teacher professional development based on partnerships with scientists.

The Effect of Inquiry-Based Learning Method on Students' Academic Achievement in Science Course

ERIC Educational Resources Information Center

Abdi, Ali

2014-01-01

The purpose of this study was to investigate the effects of inquiry-based learning method on students' academic achievement in sciences lesson. A total of 40 fifth grade students from two different classes were involved in the study. They were selected through purposive sampling method. The group which was assigned as experimental group was…

Examination of Learning Equity among Prospective Science Teachers Who Are Concrete, Formal and Postformal Reasoners after an Argumentation-Based Inquiry Course

ERIC Educational Resources Information Center

Acar, Ömer; Patton, Bruce R.

2016-01-01

This study had two research purposes. First, we examined the scientific reasoning gains of prospective science teachers who are concrete, formal, and postformal reasoners in an argumentation-based physics inquiry instruction. Second, we sought conceptual knowledge and achievement gaps between these student groups before and after the instruction.…

The Effects of Teacher-Introduced Multimodal Representations and Discourse on Students' Task Engagement and Scientific Language during Cooperative, Inquiry-Based Science

ERIC Educational Resources Information Center

Gillies, Robyn M.; Baffour, Bernard

2017-01-01

The study sought to determine the effects of teacher-introduced multimodal representations and discourse on students' task engagement and scientific language during cooperative, inquiry-based science. The study involved eight Year 6 teachers in two conditions (four very effective teachers and four effective teachers) who taught two units of…

"I Am a Scientist": How Setting Conditions That Enhance Focused Concentration Positively Relate to Student Motivation and Achievement Outcomes in Inquiry-Based Science

ERIC Educational Resources Information Center

Ellwood, Robin B.

2013-01-01

This research investigated how student social interactions within two approaches to an inquiry-based science curriculum could be related to student motivation and achievement outcomes. This qualitative case study consisted of two cases, Off-Campus and On-Campus, and used ethnographic techniques of participant observation. Research participants…

The Integration of Creative Drama in an Inquiry-Based Elementary Program: The Effect on Student Attitude and Conceptual Learning

ERIC Educational Resources Information Center

Hendrix, Rebecca; Eick, Charles; Shannon, David

2012-01-01

Creative drama activities designed to help children learn difficult science concepts were integrated into an inquiry-based elementary science program. Children (n = 38) in an upper elementary enrichment program at one primary school were the participants in this action research. The teacher-researcher taught students the Full Option Science…

An Evaluation of Local Teacher Support Strategies for the Implementation of Inquiry-Based Science Education in French Primary Schools

ERIC Educational Resources Information Center

Delclaux, Monique; Saltiel, Edith

2013-01-01

This article presents the results of an evaluation of local teacher support strategies for implementing inquiry-based science education (IBSE) in French primary schools. The research objective was to determine which aspects of the French model of IBSE are implemented in class, and the efficiency of each teacher support strategy. Data were…

The Impact of Inquiry-Based Learning on the Critical Thinking Dispositions of Pre-Service Science Teachers

ERIC Educational Resources Information Center

Arsal, Zeki

2017-01-01

In the study, the impact of inquiry-based learning on pre-service teachers' critical thinking dispositions was investigated. The sample of the study comprised of 56 pre-service teachers in the science education teacher education programme at the public university in the north of Turkey. In the study, quasi-experimental design with an experimental…

Teachers from Instructors to Designers of Inquiry-Based Science, Technology, Engineering, and Mathematics Education: How Effective Inquiry-Based Science Education Implementation Can Result in Innovative Teachers and Students

ERIC Educational Resources Information Center

Filippi, Alyssa; Agarwal, Dipali

2017-01-01

There is a need for individuals in science, technology, engineering, and mathematics (STEM) careers to drive the innovation and research potential of Europe. Yet, there is expected to be a decrease in the number of STEM professionals, as there is less student interest in STEM fields of the study. Studies show that STEM classes that focus on…

Neuroscience in Middle Schools: A Professional Development and Resource Program That Models Inquiry-based Strategies and Engages Teachers in Classroom Implementation

PubMed Central

MacNabb, Carrie; Schmitt, Lee; Michlin, Michael; Harris, Ilene; Thomas, Larry; Chittendon, David; Ebner, Timothy J.

2006-01-01

The Department of Neuroscience at the University of Minnesota and the Science Museum of Minnesota have developed and implemented a successful program for middle school (grades 5–8) science teachers and their students, called Brain Science on the Move. The overall goals have been to bring neuroscience education to underserved schools, excite students about science, improve their understanding of neuroscience, and foster partnerships between scientists and educators. The program includes BrainU, a teacher professional development institute; Explain Your Brain Assembly and Exhibit Stations, multimedia large-group presentation and hands-on activities designed to stimulate student thinking about the brain; Class Activities, in-depth inquiry-based investigations; and Brain Trunks, materials and resources related to class activities. Formal evaluation of the program indicated that teacher neuroscience knowledge, self-confidence, and use of inquiry-based strategies and neuroscience in their classrooms have increased. Participating teachers increased the time spent teaching neuroscience and devoted more time to “inquiry-based” teaching versus “lecture-based teaching.” Teachers appreciated in-depth discussions of pedagogy and science and opportunities for collegial interactions with world-class researchers. Student interest in the brain and in science increased. Since attending BrainU, participating teachers have reported increased enthusiasm about teaching and have become local neuroscience experts within their school communities. PMID:17012205

Science Classroom Inquiry (SCI) Simulations: A Novel Method to Scaffold Science Learning

PubMed Central

Peffer, Melanie E.; Beckler, Matthew L.; Schunn, Christian; Renken, Maggie; Revak, Amanda

2015-01-01

Science education is progressively more focused on employing inquiry-based learning methods in the classroom and increasing scientific literacy among students. However, due to time and resource constraints, many classroom science activities and laboratory experiments focus on simple inquiry, with a step-by-step approach to reach predetermined outcomes. The science classroom inquiry (SCI) simulations were designed to give students real life, authentic science experiences within the confines of a typical classroom. The SCI simulations allow students to engage with a science problem in a meaningful, inquiry-based manner. Three discrete SCI simulations were created as website applications for use with middle school and high school students. For each simulation, students were tasked with solving a scientific problem through investigation and hypothesis testing. After completion of the simulation, 67% of students reported a change in how they perceived authentic science practices, specifically related to the complex and dynamic nature of scientific research and how scientists approach problems. Moreover, 80% of the students who did not report a change in how they viewed the practice of science indicated that the simulation confirmed or strengthened their prior understanding. Additionally, we found a statistically significant positive correlation between students’ self-reported changes in understanding of authentic science practices and the degree to which each simulation benefitted learning. Since SCI simulations were effective in promoting both student learning and student understanding of authentic science practices with both middle and high school students, we propose that SCI simulations are a valuable and versatile technology that can be used to educate and inspire a wide range of science students on the real-world complexities inherent in scientific study. PMID:25786245

Science classroom inquiry (SCI) simulations: a novel method to scaffold science learning.

PubMed

Peffer, Melanie E; Beckler, Matthew L; Schunn, Christian; Renken, Maggie; Revak, Amanda

2015-01-01

Science education is progressively more focused on employing inquiry-based learning methods in the classroom and increasing scientific literacy among students. However, due to time and resource constraints, many classroom science activities and laboratory experiments focus on simple inquiry, with a step-by-step approach to reach predetermined outcomes. The science classroom inquiry (SCI) simulations were designed to give students real life, authentic science experiences within the confines of a typical classroom. The SCI simulations allow students to engage with a science problem in a meaningful, inquiry-based manner. Three discrete SCI simulations were created as website applications for use with middle school and high school students. For each simulation, students were tasked with solving a scientific problem through investigation and hypothesis testing. After completion of the simulation, 67% of students reported a change in how they perceived authentic science practices, specifically related to the complex and dynamic nature of scientific research and how scientists approach problems. Moreover, 80% of the students who did not report a change in how they viewed the practice of science indicated that the simulation confirmed or strengthened their prior understanding. Additionally, we found a statistically significant positive correlation between students' self-reported changes in understanding of authentic science practices and the degree to which each simulation benefitted learning. Since SCI simulations were effective in promoting both student learning and student understanding of authentic science practices with both middle and high school students, we propose that SCI simulations are a valuable and versatile technology that can be used to educate and inspire a wide range of science students on the real-world complexities inherent in scientific study.

Designing Higher Education Courses and other Professional Development to Engender Science Teachers' Enthusiasm to Embrace the New Generation Science Standards

NASA Astrophysics Data System (ADS)

Welstead, C.; Forder, S. E.

2014-12-01

This presentation is an overview of best practices in the design of continuing education courses and professional development workshops for Science teachers to enable them to transition to the NGSS; to share their enthusiasm in a way that engages students and leads to increased student achievement; and to become change agents in their educational settings and in their communities, in order to garner widespread support for an inquiry-based, NGSS-based curriculum. Proposed strands for teacher preparation programmes include a focus on higher level conceptual thinking; problem-solving opportunities for learning; inquiry-based learning; experiential learning and fieldwork; the authentic and effective incorporation of technology in teaching and learning; integrated and cross-curricular teaching and learning; learning that supports diversity and equity; and the appropriate, reliable and valid assessment of understanding. A series of three courses has been developed to prepare teachers in a graduate programme for implementing an inquiry-based, standards-based Science curriculum that incorporates the above-mentioned strands.

Investigating Teachers' Beliefs in the Implementation of Science Inquiry and Science Fair in Three Boston High Schools

NASA Astrophysics Data System (ADS)

De Barros Miller, Anne Marie

In previous decades, inquiry has been the focus of science education reform in the United States. This study sought to investigate how teachers' beliefs affect their implementation of inquiry science and science fair. It was hypothesized that science teachers' beliefs about inquiry science and science fair are predictive of their implementation of such strategies. A case study approach and semi-structured interviews were employed to collect the data, and an original thematic approach was created to analyze the data. Findings seem to suggest that science teachers who embrace science inquiry and science fair believe these practices enhance students' performance, facilitate their learning experience, and allow them to take ownership of their learning. However, results also suggest that teachers who do not fully embrace inquiry science as a central teaching strategy tend to believe that it is not aligned with standardized tests and requires higher cognitive skills from students. Overall, the study seems to indicate that when inquiry is presented as a prescribed teaching approach, this elicits strong negative feelings/attitudes amongst science teachers, leading them not only to resist inquiry as a teaching tool, but also dissuading them from participating in science fair. Additionally, the findings suggest that such feelings among teachers could place the school at risk of not implementing inquiry science and science fair. In conclusion, the study reveals that science inquiry and science fair should not be prescribed to teachers as a top-down, mandatory approach for teaching science. In addition, the findings suggest that adequate teacher training in content knowledge and pedagogy in science inquiry and science fair should be encouraged, as this could help build a culture of science inquiry and implementation amongst teachers. This should go hand-in-hand with offering mentoring to science teachers new to inquiry and science fair for 2-5 years.

Soil Science in the Digital Age

ERIC Educational Resources Information Center

High, Vance; VanHorn, Laura

2012-01-01

With the pervasiveness of digital technology, elementary students almost instinctively begin inquiry-based instruction with a bias. Visual information from digital devices competes with elementary science inquiry. To counteract this effect, teachers can use advance organizers. The advance organizer is a tool or a mental learning aid to help…

Preservice Teachers' TPACK: Using Technology to Support Inquiry Instruction

ERIC Educational Resources Information Center

Maeng, Jennifer L.; Mulvey, Bridget K.; Smetana, Lara K.; Bell, Randy L.

2013-01-01

This investigation provides detailed descriptions of preservice secondary science teachers' technology-enhanced inquiry instruction and their developing TPACK. Prior to student teaching, 27 preservice teachers were introduced to general guidelines for integrating technology to support reform-based science instruction. This instruction was in…

Elementary Teacher's Conceptions of Inquiry Teaching: Messages for Teacher Development

NASA Astrophysics Data System (ADS)

Ireland, Joseph E.; Watters, James J.; Brownlee, Jo; Lupton, Mandy

2012-02-01

This study explored practicing elementary school teacher's conceptions of teaching in ways that foster inquiry-based learning in the science curriculum (inquiry teaching). The advocacy for inquiry-based learning in contemporary curricula assumes the principle that students learn in their own way by drawing on direct experience fostered by the teacher. That students should be able to discover answers themselves through active engagement with new experiences was central to the thinking of eminent educators such as Pestalozzi, Dewey and Montessori. However, even after many years of research and practice, inquiry learning as a referent for teaching still struggles to find expression in the average teachers' pedagogy. This study drew on interview data from 20 elementary teachers. A phenomenographic analysis revealed three conceptions of teaching for inquiry learning in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and answer their own questions. Understanding teachers' conceptions has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for engaging students in Science.

Readability Levels of Health-Based Websites: From Content to Comprehension

ERIC Educational Resources Information Center

Schutten, Mary; McFarland, Allison

2009-01-01

Three of the national health education standards include decision-making, accessing information and analyzing influences. WebQuests are a popular inquiry-oriented method used by secondary teachers to help students achieve these content standards. While WebQuests support higher level thinking skills, the readability level of the information on the…

Analyzing students' attitudes towards science during inquiry-based lessons

NASA Astrophysics Data System (ADS)

Kostenbader, Tracy C.

Due to the logistics of guided-inquiry lesson, students learn to problem solve and develop critical thinking skills. This mixed-methods study analyzed the students' attitudes towards science during inquiry lessons. My quantitative results from a repeated measures survey showed no significant difference between student attitudes when taught with either structured-inquiry or guided-inquiry lessons. The qualitative results analyzed through a constant-comparative method did show that students generate positive interest, critical thinking and low level stress during guided-inquiry lessons. The qualitative research also gave insight into a teacher's transition to guided-inquiry. This study showed that with my students, their attitudes did not change during this transition according to the qualitative data however, the qualitative data did how high levels of excitement. The results imply that students like guided-inquiry laboratories, even though they require more work, just as much as they like traditional laboratories with less work and less opportunity for creativity.

Changing Practice: An Evaluation of the Impact of a Nature of Science Inquiry-Based Professional Development Programme on Primary Teachers

ERIC Educational Resources Information Center

Murphy, Clíona; Smith, Greg; Varley, Janet; Razi, Özge

2015-01-01

This study investigates how a two-year continuing professional development (CPD) programme, with an emphasis on teaching about science through inquiry, impacted the experiences of, approaches to and attitudes towards teaching science of 17 primary teachers in Dublin. Data sources included interview, questionnaire and reflective journal strategies.…

From Words to Concepts: Focusing on Word Knowledge When Teaching for Conceptual Understanding within an Inquiry-Based Science Setting

ERIC Educational Resources Information Center

Haug, Berit S.; Ødegaard, Marianne

2014-01-01

This qualitative video study explores how two elementary school teachers taught for conceptual understanding throughout different phases of science inquiry. The teachers implemented teaching materials with a focus on learning science key concepts through the development of word knowledge. A framework for word knowledge was applied to examine the…

To Tan or Not to Tan?: Students Learn About Sunscreens through an Inquiry Activity Based on the Learning Cycle

ERIC Educational Resources Information Center

Keen-Rocha, Linda

2005-01-01

Science instructors sometimes avoid inquiry-based activities due to limited classroom time. Inquiry takes time, as students choose problems, design experiments, obtain materials, conduct investigations, gather data, communicate results, and discuss their experiments. While there are no quick solutions to time concerns, the 5E learning cycle seeks…

Mapping Trade-Offs in Teachers' Integration of Technology-Supported Inquiry in High School Science Classes

ERIC Educational Resources Information Center

Sandoval, William A.; Daniszewski, Kenneth

2004-01-01

This paper explores how two teachers concurrently enacting the same technology-based inquiry unit on evolution structured activity and discourse in their classrooms to connect students' computer-based investigations to formal domain theories. Our analyses show that the teachers' interactions with their students during inquiry were quite similar,…

Moving Authentic Soil Research into High School Classrooms: Student Engagement and Learning

ERIC Educational Resources Information Center

Moebius-Clune, Bianca N.; Elsevier, Irka H.; Crawford, Barbara A.; Trautmann, Nancy M.; Schindelbeck, Robert R.; van Es, Harold M.

2011-01-01

Inquiry-based teaching helps students develop a deep, applied understanding of human-environmental connections, but most high school curricula do not use inquiry-based methods. Soil science topics, which are also generally lacking from curricula, can provide hands-on model systems for learning inquiry skills. We report on the implementation of a…

Inquiry-Based Chemistry Education in a High-Context Culture: A Qatari Case Study

ERIC Educational Resources Information Center

Qureshi, Sheila; Vishnumolakala, Venkat Rao; Southam, Daniel C.; Treagust, David F.

2017-01-01

This research took place within the context of ongoing educational reforms to promote inquiry-based science instruction and a desire to draw evidence to inform adoptions of western pedagogical practices in a high-context culture like Qatar. We report on the outcomes from Process Oriented Guided Inquiry Learning (POGIL) in a foundation chemistry…

Using inquiry-based instructional strategies in third-grade science

NASA Astrophysics Data System (ADS)

Harris, Fanicia D.

The purpose of the study was to determine if the use of inquiry-based instructional strategies as compared to traditional instructional strategies would increase third-grade students' achievement in science, based on the pretest/posttest of the school system and the Georgia Criterion-Referenced Competency Test (CRCT). Inquiry-based instruction, presented students with a question, an observation, a data set, or a hypothesis for problem solving such as scientists use when working in real-world situations. This descriptive research employed a quantitative strategy using a pretest/posttest control group design. The research compared the science academic achievement levels of one Grade 3 class [N=14] exposed to a teacher's inquiry-based instructional strategies as compared to one Grade 3 class [ N=18] exposed to a teacher's traditional instructional strategies. The study compared the science academic performance levels of third-grade students as measured by pretest/posttest mean scores from the school system-based assessment and the Georgia CRCT. Four research hypotheses were examined. Based on the overall findings from this study, both the experimental group and the control group significantly increased their mean scores from the pretests to the posttests. The amount of gain from the pretest to the posttest was significantly greater for the experimental group than the control group for pretest/posttest 1 [t(12) = 8.79, p < .01] and pretest/posttest 2 [t(12) = 9.40, p < .01]. The experimental group significantly outperformed the control group with regard to their mean number of items answered correctly on the life sciences test [t(27) = -1.95, p = .06]. Finally, the control group did not outperform the experimental group on any of the comparisons made throughout this study. The results of this study provide empirical support for the effectiveness of the use of inquiry-based learning strategies, given that the experimental group outperformed the control group on all four posttests, on the science CRCT and on the individual Science portions on the test including earth, life and physical sciences. In fact, this study was able to detect significant differences between the experimental group and the control group with regard to the degree to which the students improved from the pretests to the posttests.

The Relative Effects and Equity of Inquiry-Based and Commonplace Science Teaching on Students' Knowledge, Reasoning, and Argumentation

ERIC Educational Resources Information Center

Wilson, Christopher D.; Taylor, Joseph A.; Kowalski, Susan M.; Carlson, Janet

2010-01-01

We conducted a laboratory-based randomized control study to examine the effectiveness of inquiry-based instruction. We also disaggregated the data by student demographic variables to examine if inquiry can provide equitable opportunities to learn. Fifty-eight students aged 14-16 years old were randomly assigned to one of two groups. Both groups of…

Investigation of Inquiry-based Science Pedagogy among Middle Level Science Teachers: A Qualitative Study

NASA Astrophysics Data System (ADS)

Weiland, Sunny Minelli

This study implemented a qualitative approach to examine the phenomenon of "inquiry-based science pedagogy or inquiry instruction" as it has been experienced by individuals. Data was collected through online open-ended surveys, focus groups, and teacher reported self-reflections to answer the research questions: 1) How do middle level science teachers conceptualize "inquiry-based instruction?" 2) What are preferred instructional strategies for implementation in middle level science classrooms? And 3) How do middle level science teachers perceive the connection between science instruction and student learning? The participants within this research study represent 33 percent of teachers in grades 5 through 9 within six school districts in northeastern Pennsylvania. Of the 12 consent forms originally obtained, 10 teachers completed all three phases of the data collection, including the online survey, participation in focus groups, and teacher self-reflection. 60 percent of the participants taught only science, and 40 percent taught all content areas. Of the ten participants, 50 percent were certified teachers of science and 50 percent were certified as teachers of elementary education. 70 percent of the research participants reflected having obtained a master's, with 60 percent of these degrees being received in areas of education, and 10 percent in the area of science. The research participants have a total of 85 collective years of experience as professional educators, with the average years of experience being 8.5 years. Analysis of data revealed three themes related to research question #1) How do middle-level science teachers conceptualize inquiry-based instruction? and sub-question #1) How do middle-level science teachers characterize effective instruction? The themes that capture the essence of teachers' formulation of inquiry-based instruction that emerged in this study were student centered, problem solving, and hands-on . Analysis of data revealed one theme related to research question #2) What are preferred instructional strategies for implementation in middle level science classrooms? and topical sub-question #2) How do middle level science teachers structure instruction. The theme that emerged was needs of students. Analysis of the data revealed one theme related to research question #3) How do middle level science teachers perceive the relationship between science instruction and student learning? and topical sub-question #3) How do middle level science teachers view their role in relation to student learning? This theme is meaning making. Analysis of the data related to meaning making revealed two sub-themes of application and relationships. It is clear that middle level science teachers have a vision for inquiry-based science instruction, but implementation is inhibited by a variety of factors including curricular programming that is very broad and lacks depth, the scheduling of time and resources for science, and the absence of a clear model of inquiry-based instruction. In addition, only one participant referenced students investigating their own authentic questions and no participants reflected on the importance of students using evidence in their explanations of scientific phenomenon. Additionally, participants continually reflected on the needs of their students informing instructional practices, and it is wondered if there is a clear understanding among middle level teachers of how students learn science. Real world applications were recognized as important within science learning and the researcher questions whether teachers of science have adequate opportunities to explore real world application of science concepts throughout their careers in order to foster connections within the classroom. These findings support the need for strong, job-embedded professional development, the cultivation of learning communities dedicated to the investigation and implementation of inquiry-based science, the focusing of curricular programming to allow for in depth investigation of scientific concepts, and the commitment of time and resources to support effective science instruction. In addition, it is recommended that additional support be provided to teachers of science to engage in job shadowing, field experiences and internships to allow for the uncovering of applications of science beyond the classroom. Throughout the United States, there continues to be a clear call for reform in the area of science education. These research findings must inform the work of the educational reformers, professional developers, teacher preparation programmers, and researchers as they aspire to improve the quality of student learning and science instruction. In addition, this research supports the need for ongoing reform efforts to science curriculum, instruction and assessment and the need for more effective teacher preparation programs and professional development programs for teachers of science.

Perceived Benefits and Attitudes of Student Teachers to Web-Quest as a Motivating, Creative and Inquiry-Based Learning Tool in Education

ERIC Educational Resources Information Center

Aina, Samuel Ayobami; Sofowora, Alaba Olaniyi

2013-01-01

This study discussed how the Department of Teacher Education, University of Ibadan utilized Web-Quest as a motivating and creative tool to teach a compulsory and large pre-service teachers' Course (TEE 304) The study also investigated the attitude and perception of pre-service teachers to the use of Web-Quest. The results showed that the sample…

Science Teacher Attitudes toward Inquiry-Based Teaching and Learning

ERIC Educational Resources Information Center

DiBiase, Warren; McDonald, Judith R.

2015-01-01

The purpose of this study was to determine teachers' attitudes, values, and beliefs about inquiry. The participants of this study were 275 middle grade and secondary science teachers from four districts in North Carolina. Issues such as class size, accountability, curricular demands, and administrative support are perceived as constraints,…

Partners in Inquiry: A Collaborative Life Science Investigation with Preservice Teachers and Kindergarten Students

ERIC Educational Resources Information Center

Eckhoff, Angela

2017-01-01

This article documents a collaborative project involving preservice early childhood education students' development of inquiry-based learning experiences alongside kindergarten students within a science methods course. To document this project, I utilized a multiple methods approach and data included classroom observations, transcripts from lesson…

Target Inquiry: Changing Chemistry High School Teachers' Classroom Practices and Knowledge and Beliefs about Inquiry Instruction

ERIC Educational Resources Information Center

Herrington, Deborah G.; Yezierski, Ellen J.; Luxford, Karen M.; Luxford, Cynthia J.

2011-01-01

Inquiry-based instruction requires a deep, conceptual understanding of the process of science combined with a sophisticated knowledge of teaching and learning. This study examines the changes in classroom instructional practices and corresponding changes to knowledge and beliefs about inquiry instruction for eight high school chemistry teachers.…

My Pocket Technology: Introducing a Mobile Assisted Inquiry Learning Environment (MAILE) to Promote Inquiries among Secondary Students

ERIC Educational Resources Information Center

Leelamma, Sreelekha; Indira, Uma Devi

2017-01-01

This paper introduces the Mobile Assisted Inquiry Learning Environment (MAILE), an Experimental Instructional Strategy (EIS) which employs an inquiry-based learning approach to guide secondary school students to learn environmental science in an engaging way supported by mobile phones. The students are situated in both the real world and the…

Achieving a coherent curriculum in second grade: Science as the organizer

NASA Astrophysics Data System (ADS)

Park Rogers, Meredith A.

The purpose of this study was to examine how a team of four second grade teachers used their approach to teaching science as a means for designing and implementing a coherent curriculum. Within this study, curriculum coherency refers to making logical instructional connections that are both visible and explicit for students. A teacher using a common teaching strategy or critical thinking skills in such a way that the commonalities between subject areas are clearly demonstrated to students is one example of curriculum coherency. The research framework guiding this study was phenomenology; I used a case study method for data analysis. The primary data source was field notes gathered during 10 weeks of classroom observations. Secondary data sources included observations of team meetings, two sets of interviews with each of the four teachers, an interview with the school principal, and artifacts used and developed by the teachers. An analysis of the data led me to interpret the following findings: (1) the teachers viewed science as a tool to motivate their students to learn and believed in teaching science through an inquiry-based approach; (2) they described science inquiry as a process of thinking organized around questions, and saw their teaching role as shifting between guided and open classroom inquiry; (3) they taught all subjects using an inquiry-based approach, emphasized the process skills associated with doing scientific inquiry, and consistently used the language of the process skills throughout their instruction of all disciplines; (4) their team's collaborative approach played a significant role in achieving their vision of a coherent curriculum; the successfulness of their collaboration relied on the unique contributions of each member and her commitment to professional development. This study demonstrates how an inquiry-based science curriculum can provide educators with an effective model for designing and implementing a coherent curriculum. Furthermore, the findings have implications for elementary preservice and inservice programs with respect to using science teaching as a foundation for developing curriculum coherency.

The Impact of Achievement Goals on the Help-Seeking Attitudes, Perceptions, and Behaviors of Middle-School Science Students Participating in Inquiry-Based Education

ERIC Educational Resources Information Center

Schmidt, Kimi Lynn

2010-01-01

The purpose of this study was to investigate how mastery-oriented inquiry-based education influences the help-seeking attitudes, perceptions, and behaviors of middle-school students after participating in a 5-week intervention program. Four eighth-grade science classes consisting of 123 students in one middle-school in the San Francisco Bay…

Investigation of Science Inquiry Items for Use on an Alternate Assessment Based on Modified Achievement Standards Using Cognitive Lab Methodology

ERIC Educational Resources Information Center

Dickenson, Tammiee S.; Gilmore, Joanna A.; Price, Karen J.; Bennett, Heather L.

2013-01-01

This study evaluated the benefits of item enhancements applied to science-inquiry items for incorporation into an alternate assessment based on modified achievement standards for high school students. Six items were included in the cognitive lab sessions involving both students with and without disabilities. The enhancements (e.g., use of visuals,…

Challenges and strategies for effectively teaching the nature of science: A qualitative case study

NASA Astrophysics Data System (ADS)

Koehler, Catherine M.

This year long, qualitative, case study examines two, experienced, high school, biology teachers as they facilitated nature of science (NOS) understandings in their classrooms. This study explored three research questions: (1) In what ways do experienced teachers' conceptions of NOS evolve over one full year as a result of participating in a course that explicitly address NOS teaching and learning? (2) In what ways do experienced teachers' pedagogical practices evolve over one full year as a result of participating in a course that explicitly address NOS teaching and learning?, and (3) What are the challenges facing experienced teachers in their attempts to implement NOS understandings in their science, high school classrooms? This study was conducted in two parts. In Part I (fall 2004 semester), the participants were enrolled in a graduate course titled, Teaching the Nature of Science , where they were introduced to: (1) NOS, (2) a strategy, the Model for Teaching NOS (MTNOS), which helped them facilitate teaching NOS understandings through inquiry-based activities, and (3) participated in "real" science activities that reinforced their conceptions of NOS. In Part II (spring 2005 semester), classroom observations were made to uncover how these teachers implemented inquiry-based activities emphasizing NOS understanding in their classrooms. Their conceptions of NOS were measured using the Views of the Nature of Science questionnaire. Results demonstrated that each teacher's conceptions of NOS shifted slightly during course the study, but, for one, this was not a permanent shift. Over the year, one teacher's pedagogical practices changed to include inquiry-based lessons using MTNOS; the other, although very amenable to using prepared inquiry-based lessons, did not change her pedagogical practices. Both reported similar challenges while facilitating NOS understanding. The most significant challenges included: (1) time management; (2) the perception that NOS was a content area, and (3) using an inquiry-based model in their classroom. This study describes a curricular and pedagogical model for lesson planning and implementation of inquiry-based activities that promotes NOS understandings in the classroom. It defines the challenges encountered while fostering these understandings, and suggests that NOS needs to be integrated across the educational life span of all students.

Science teachers' attempts at integrating feminist pedagogy through collaborative action research

NASA Astrophysics Data System (ADS)

Capobianco, Brenda M.

2007-01-01

The purpose of this study was to examine the experiences of three science teachers attempting to transform their practice by conducting action research on feminist science teaching. The teachers engaged in systematic, self-critical inquiry of their own practice and joined 8 other science teachers to engage in collaborative conversations about the nature of science, science teaching, and science education as a way of coming to a better understanding of how science can be taught for a more diverse group of students. Data were gathered via semistructured interviews, whole-group discussions, classroom observations, and review of supporting documents. Data analysis was based on narrative inquiry, where particular attention was given to the construction and reconstruction of the teachers' stories of their practical inquiries. Results indicated that the teachers as researchers of their own practice gained new knowledge about feminist science teaching and, furthermore, generated a cluster of pedagogical possibilities for inclusive, dynamic science teaching.

Enhancing Teachers' Application of Inquiry-Based Strategies Using a Constructivist Sociocultural Professional Development Model

NASA Astrophysics Data System (ADS)

Brand, Brenda R.; Moore, Sandra J.

2011-05-01

This two-year school-wide initiative to improve teachers' pedagogical skills in inquiry-based science instruction using a constructivist sociocultural professional development model involved 30 elementary teachers from one school, three university faculty, and two central office content supervisors. Research was conducted for investigating the impact of the professional development activities on teachers' practices, documenting changes in their philosophies, instruction, and the learning environment. This report includes teachers' accounts of philosophical as well as instructional changes and how these changes shaped the learning environment. For the teachers in this study, examining their teaching practices in learner-centered collaborative group settings encouraged them to critically analyze their instructional practices, challenging their preconceived ideas on inquiry-based strategies. Additionally, other factors affecting teachers' understanding and use of inquiry-based strategies were highlighted, such as self-efficacy beliefs, prior experiences as students in science classrooms, teacher preparation programs, and expectations due to federal, state, and local mandates. These factors were discussed and reconciled, as they constructed new understandings and adapted their strategies to become more student-centered and inquiry-based.

Fostering K-12 Inquiry-based Lesson Development on Regional Water Resource Issues in Los Angeles Urban Schools through the NSF UCLA SEE-LA GK-12 program

NASA Astrophysics Data System (ADS)

Hogue, T. S.; Burke, M. P.; Thulsirag, V.; Daniel, J.; Moldwin, M.; Nonacs, P.

2010-12-01

A National Science Foundation Graduate Teaching Fellows in K- 12 Education program at UCLA (SEE-LA; http://measure.igpp.ucla.edu/GK12-SEE-LA/ ) partners UCLA faculty and graduate students (fellows) with urban middle and high school science teachers and their students to foster programs of science and engineering exploration that bring the environment of Los Angeles into the classroom. UCLA graduate fellows serve as scientists-in-residence at four partner schools to integrate inquiry-based science lessons, facilitate advancements in science content teaching, and ultimately, to improve their own science communication skills. As part of their fellowship, graduate students are required to develop inquiry-based lessons in their partner classroom. During the first two years of the project, the SEE-LA fellows have developed a range of inquiry-based activities, from invertebrate observations in an urban stream system, to water and home energy consumption surveys, to a school biodiversity investigation, to a school-wide alternative energy fair, to engineering the cleanup of environmental disasters, such as the recent oil spill in the Gulf of Mexico. Several of the current fellows have dissertation research in water resource related fields and are specifically integrating lessons specific to their research into their partner classrooms, including urban stream water quality, post-fire watershed behavior, beach water quality assessment and E. coli source tracking. This presentation will provide an overview of goals of the SEE-LA GK-12 program, development of inquiry-based water resource lessons and resulting engagement in the partner classrooms. University and local pre-college school partnerships provide an excellent opportunity to support the development of graduate student communication and teaching skills while also contributing significantly to the integration of science education into K-12 curriculum.

Non-traditional approaches to teaching GPS online

NASA Astrophysics Data System (ADS)

Matias, A.; Wolf, D. F., II

2009-12-01

Students are increasingly turning to the web for quality education that fits into their lives. Nonetheless, online learning brings challenges as well as a fresh opportunity for exploring pedagogical practices not present on traditional higher education programs, particularly in the sciences. A team of two dozen Empire State College-State University of New York instructional designers, faculty, and other staff are working on making science relevant to non-majors who may initially have anxiety about general education science courses. One of these courses, GPS and the New Geography, focuses on how Global Positioning System (GPS) technology provides a base for inquiry and scientific discovery from a range of environmental issues with local, regional, and global scope. GPS and the New Geography is an introductory level course developed under a grant supported by the Charitable Leadership Foundation. Taking advantage of the proliferation of tools currently available for online learning management systems, we explore current trends in Web 2.0 applications to aggregate and leverage data to create a nontraditional, interactive learning environment. Using our best practices to promote on-line discussion and interaction, these tools help engage students and foster deep learning. During the 15-week term students learn through case studies, problem-based exercises, and the use of scientific data; thus, expanding their spatial literacy and gain experience using real spatial technology tools to enhance their understanding of real-world issues. In particular, we present how the use of Mapblogs an in-house developed blogging platform that uses GIS interplaying with GPS units, interactive data presentations, intuitive visual working environments, harnessing RSS feeds, and other nontraditional Web 2.0 technology has successfully promoted active learning in the virtual learning environment.

Saint Mary's College Teacher Science Institute: Converting Teachers to Using Guided Inquiry for Science Curricula

ERIC Educational Resources Information Center

McCarthy, Deborah; Bellina, Joseph J., Jr.

2003-01-01

In 1988 Saint Mary's College received a grant from Lilly Endowment, Inc. to create a program to improve the quality of science education in the local public and private schools. As part of applying that grant we created one-week summer work-shops for elementary and middle school teachers (K-8) based on guided inquiry methods of education. Each…

Students Dig Deep in the Mystery Soil Lab: A Playful, Inquiry-Based Soil Laboratory Project

ERIC Educational Resources Information Center

Thiet, Rachel K.

2014-01-01

The Mystery Soil Lab, a playful, inquiry-based laboratory project, is designed to develop students' skills of inquiry, soil analysis, and synthesis of foundational concepts in soil science and soil ecology. Student groups are given the charge to explore and identify a "Mystery Soil" collected from a unique landscape within a 10-mile…

From Local to EXtreme Environments (FLEXE) Student-Scientist Online Forums: hypothesis-based research examining ways to involve scientists in effective science education

NASA Astrophysics Data System (ADS)

Goehring, L.; Carlsen, W.; Fisher, C. R.; Kerlin, S.; Trautmann, N.; Petersen, W.

2011-12-01

Science education reform since the mid-1990's has called for a "new way of teaching and learning about science that reflects how science itself is done, emphasizing inquiry as a way of achieving knowledge and understanding about the world" (NRC, 1996). Scientists and engineers, experts in inquiry thinking, have been called to help model these practices for students and demonstrate scientific habits of mind. The question, however, is "how best to involve these experts?" given the very real challenges of limited availability of scientists, varying experience with effective pedagogy, widespread geographic distribution of schools, and the sheer number of students involved. Technology offers partial solutions to enable Student-Scientist Interactions (SSI). The FLEXE Project has developed online FLEXE Forums to support efficient, effective SSIs, making use of web-based and database technology to facilitate communication between students and scientists. More importantly, the FLEXE project has approached this question of "how best to do this?" scientifically, combining program evaluation with hypothesis-based research explicitly testing the effects of such SSIs on student learning and attitudes towards science. FLEXE Forums are designed to showcase scientific practices and habits of mind through facilitated interaction between students and scientists. Through these Forums, students "meet" working scientists and learn about their research and the environments in which they work. Scientists provide students with intriguing "real-life" datasets and challenge students to analyze and interpret the data through guiding questions. Students submit their analyses to the Forum, and scientists provide feedback and connect the instructional activity with real-life practice, showcasing their activities in the field. In the FLEXE project, Forums are embedded within inquiry-based instructional units focused on essential learning concepts, and feature the deep-sea environment in contrast to students' local environments to deepen students' understanding of earth systems processes. This presentation will provide an overview of the FLEXE project, a partnership between the Ridge2000 research scientists, science learning researchers, and educators, and will report findings from pilot studies implemented in collaboration with the GLOBE program, a worldwide network of scientists, science educators, and their students. FLEXE Forums have been tested with approximately 1400 students in the US, Germany, Australia and Thailand in 2009, and 1100 students in the US, Thailand, England and Costa Rica in 2010. Description of research methods (e.g., educational hypotheses, assessment of student learning and attitudes through analysis of student writing, and "quick question" surveys) and results will be shared, along with current tests examining the transferability of the approach to other scientists/science educator teams.

Inquiry-Based Integrated Science Education: Implementation of Local Content “Soil Washing” Project To Improve Junior High School Students’ Environmental Literacy

NASA Astrophysics Data System (ADS)

Syifahayu

2017-02-01

The study was conducted based on teaching and learning problems led by conventional method that had been done in the process of learning science. It gave students lack opportunities to develop their competence and thinking skills. Consequently, the process of learning science was neglected. Students did not have opportunity to improve their critical attitude and creative thinking skills. To cope this problem, the study was conducted using Project-Based Learning model through inquiry-based science education about environment. The study also used an approach called Sains Lingkungan and Teknologi masyarakat - “Saling Temas” (Environmental science and Technology in Society) which promoted the local content in Lampung as a theme in integrated science teaching and learning. The study was a quasi-experimental with pretest-posttest control group design. Initially, the subjects were given a pre-test. The experimental group was given inquiry learning method while the control group was given conventional learning. After the learning process, the subjects of both groups were given post-test. Quantitative analysis was performed using the Mann-Whitney U-test and also a qualitative descriptive. Based on the result, environmental literacy skills of students who get inquiry learning strategy, with project-based learning model on the theme soil washing, showed significant differences. The experimental group is better than the control group. Data analysis showed the p-value or sig. (2-tailed) is 0.000 <α = 0.05 with the average N-gain of experimental group is 34.72 and control group is 16.40. Besides, the learning process becomes more meaningful.

An interpretative study of elementary school teachers' conceptions of the nature of inquiry and of their roles while participating in an inquiry based science curriculum

NASA Astrophysics Data System (ADS)

Stucke, Ann Hancock

The problem. Recent reform efforts in science education have culminated in National Science Education Standards (NSES), which include the theme of inquiry across all grade levels. Consideration must be given to teachers' conceptions of inquiry, and their perceived roles, as they implement the processes of inquiry in the science classroom. Because of the change in pedagogy required by the standards, research efforts must address these areas. Research questions. The following research questions guided this study. (1) What are teachers' conceptions of inquiry? (2) What do the teachers consider important aspects of their roles when providing inquiry experiences for their students? (3) What do the teachers consider important aspects of the students' roles as inquirers? Research paradigm and methodology. The research paradigm that grounded this investigation is the constructivist paradigm proposed by Guba and Lincoln (1989). Participants were three elementary school teachers participating in the Elementary School Education Partners project. Qualitative methodology techniques used in the study included focus group discussion, semi-structured interviews, classroom observation with videotaping, teacher reflections, and fieldnotes. Data were analyzed using the constant comparative method as provided by Glaser and Strauss (1967). A case study format was used to discuss the results of themes that emerged. Results. Themes that emerged from the data were (a) inquiry is viewed as a teaching strategy; (b) the teachers' perceptions of the nature of inquiry are different from one another's; (c) there are differences in the degree of fit with the NSES description of inquiry; (d) the manner in which they see themselves as facilitators originates in their own educational experiences and varies from that of a guide, to a monitor, to one who models; and (e) teachers see the role of students as active participants in their learning but the teachers' perceptions of students' roles, as inquirers falls short of students' pursuing answers to their own questions. Conclusions. The themes that emerged from the data suggest that practicing teachers involved in a project using inquiry-based kits don't have an adequate concept of the nature of science and of inquiry in particular as reflected by the NSES and this seems to influence their concepts of their students' roles as inquirers.

Scientists' conceptions of scientific inquiry: Revealing a private side of science

NASA Astrophysics Data System (ADS)

Reiff, Rebecca R.

Science educators, philosophers, and pre-service teachers have contributed to conceptualizing inquiry but missing from the inquiry forum is an in-depth research study concerning science faculty conceptions of scientific inquiry. The science education literature has tended to focus on certain aspects of doing, teaching, and understanding scientific inquiry without linking these concepts. As a result, conceptions of scientific inquiry have been disjointed and are seemingly unrelated. Furthermore, confusion surrounding the meaning of inquiry has been identified as a reason teachers are not using inquiry in instruction (Welch et al., 1981). Part of the confusion surrounding scientific inquiry is it has been defined differently depending on the context (Colburn, 2000; Lederman, 1998; Shymansky & Yore, 1980; Wilson & Koran, 1976). This lack of a common conception of scientific inquiry is the reason for the timely nature of this research. The result of scientific journeys is not to arrive at a stopping point or the final destination, but to refuel with questions to drive the pursuit of knowledge. A three-member research team conducted Interviews with science faculty members using a semi-structured interview protocol designed to probe the subject's conceptions of scientific inquiry. The participants represented a total of 52 science faculty members from nine science departments (anthropology, biology, chemistry, geology, geography, school of health, physical education and recreation (HPER), medical sciences, physics, and school of environmental science) at a large mid-western research university. The method of analysis used by the team was grounded theory (Strauss & Corbin, 1990; Glaser & Strauss, 1967), in which case the frequency of concepts, patterns, and themes were coded to categorize scientists' conceptions of scientific inquiry. The results from this study address the following components: understanding and doing scientific inquiry, attributes of scientists engaged in inquiry investigations, the relationship of scientific inquiry to the nature of science, whether the process of scientific inquiry follows the traditional scientific method, and the similarities and differences in conceptualizations of scientific inquiry across science disciplines. These findings represent a private side of science, which can be useful in characterizing key features of scientific inquiry to be incorporated into K--16 teaching practices.