There is a great deal of contradicting literature pertaining to what approach to use in a science classroom: inquiry-based or direct instruction. Inquiry-based instruction and direct instruction both have their advantages and disadvantages at every age and every intellectual level. This chapter will review the literature of scholars who have researched and provided evidence that either inquiry-based or direct instruction is more effective in developing conceptual comprehension in science classes.
Student Achievement Using Inquiry-based Instruction
Traditional Students
In a study done by Boud et al. (1986), inquiry-based laboratory activities were categorized into four levels. These levels (0 to 3) ranged from open questions, exploration, to closed questions with guidance. In level 0, the teacher would provide students with an inquiry-based question, procedures, and solutions. Students in level 1 were given an inquiry-based questions, but only with the procedures. Level 2 students were only provided with the inquiry-based question. Lastly, level 3 students were supposed to generate their own inquiry-based questions, procedures, and solutions. Boud et al. reported that through guided-inquiry students were more motivated, understood science content better, and it helped the teacher deal with a larger class size of around 35 students. It was noted that level 2 and level 3 are rarely given for students to accomplish in a high school science classroom.
In a study conducted by White et al. (1999), three middle school science teachers in urban public schools were taught physic concepts using a computer-based inquiry curriculum instead of the traditional lecture approach. The inquiry curriculum challenged students ...
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... J.S., Fishman, B., Soloway, E., Geier, R., & Tal, R.T. (2004). Inquiry-based science in the middle grades: assessment of learning in urban systemic reform. Journal of Research in Science Teaching, 41(10), 1063-1080. doi: 10.1002/tea.20039
Scruggs, T. E., Mastropieri, M. A., Bakken, J. P., & Brigham, F. J. (1993). Reading versus doing: the relative effects of textbook based and inquiry-oriented approaches to science learning in special education classrooms. Journal of Special Education, 27(1), 1-15. doi: 10.1177/002246699302700101
White, B., Shimoda, T.A., & Frederiksen, J.R. (1999). Enabling students to construct theories of collaborative inquiry and reflective learning: computer support for metacognitive development. International Journal of Artificial Intelligence in Education, 10(2), 151- 182. Retrieved from http://thinkertools.org/Media/IJAIED1999.pdf
In an essay titled Creating a Foundation Through Student Conversation by Ann Rosenbury she outlines one specific form of formative assessment called science talks and reflect on the benefits fo...
Teachers and students provide the following feedback to the Secondary Science Education Department at the University of Nebraska:
Direct instruction and discovery learning are two very different styles and their effectiveness has been argued extensively. This paper focuses mainly on elementary school students of science and math and the efficacy of each teaching method in those subjects. The paper investigates the effect each has on recall and retention paying attention to the cognitive load imposed upon the learner by each method when applying the concepts in later lessons (Kalyuga, 2011). The rote memorization of math facts like addition, subtraction, multiplication, and division shows an edge in effectiveness and efficiency for our youngest learners over discovery learning which seeks to allow students to create their own knowledge. The author looks at testing data
In LIBS 6144, I implemented an inquiry lesson with a small group of fourth graders. For this lesson students were to pose their own questions about a topic. Students were to work through the stages of inquiry facilitated by the teacher based on the students’ questions. This artifact included a lesson plan, a student product, and facilitation of student learning incorporating 21st Century skills.
Table 2.2 describes these variations. I created activities that were concrete and straightforward. The investigations were a tool for me to connect students to abstract concepts such as force and motion. McDonald et al. (2002, p. 5) believes that “learners need access to the world in order to connect the knowledge in their head with the knowledge in the world”. To give this access, teachers need practices such as hand-on investigations. Each investigation was aligned with Newton’s Laws of Motion. The concepts in the investigations were observable, and students not only designed the investigations, but they were able to observe the scientific phenomenon through carrying out multiple trials. I chose activities that were not overly challenging or too easy and were suited to the skill and knowledge level of the 7th and 8th grade students. By using the recommendations of Colburn (2000) with structured-inquiry learning segments, students in my study had more control of their
As opposed to 19th century teaching practices, where the teacher was seen as the source of all knowledge and had the responsibility of passing that knowledge on to children, teachers using the inquiry approach have the role of facilitating an environment where children can construct their own learning (Reynolds, 2012). In the inquiry based approach, the teacher goes on the learning journey alongside the children and the focus is not on what is being taught, but rather on the learning process (Murdoch, 1998). Additionally, learning is relevant and meaningful in children’s lives and connected to their current funds of knowledge and other areas of the curriculum (Arthur, Beecher, Death, Dockett & Farmer, 2015; Bateman, 2014). One benefit of the inquiry process, is that it promotes a variety of skills which are vital for children in the 21st century. Because of the rapid progress in technology, teachers have no way of knowing the skills students will need in their future jobs. Therefore, the main things students need to learn are how to learn and how to think. The skills developed during the inquiry process include information processing skills, critical and creative thinking skills, communication skills and reflective and metacognitive skills (Reynolds, 2012). Mastering these skills will equip students with the abilities they will need in the future to
In this artifact, Inquiry-Based Learning this teaching method on student investigation and hand on learning. While using this method, the teacher serves as the facilitator who know, understands, and uses a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning. Instead of presenting the information with facts, or answering the question. She asks questions, pose problems, or scenario in which children think, explore, and investigate to come to an answer or solution. The teacher guides and support children always, but she doesn’t do the work for them. The purpose of this approach is to increase intellectual engagement
Gatto argues that the students are taught just to memorize facts and that curiosity is suppressed. In my experiences, however, high schools have changed to have students be intellectually curious. As mentioned earlier, my science classes did not give answers. We had to test and discover what the truth is behind theories. We were given basic guidelines to understand and know what concepts to look for, but that does not limit one’s curiosity. There are multiple ways to write up an experiment to test a hypothesis. We had to make our own procedures and use them to learn. I had many nights where I was questioning whether my procedure would suffice in understanding the concepts at hand. I always felt that I could discover more and truly understand concepts at the fundamental level. Working on these labs, I learned better and I questioned more. Learning about gravity makes me question the universe. Learning about energy makes me question efficiency and natural resources. These questions make me want to learn more. Opposed to Gatto’s argument, curiosity is in every student and it is being expressed in school. It is schools, like the one I attended, that make students question and discover before being
Many students in middle school have difficulty comprehending material they read from the science textbook. The students are unfamiliar with the text features in the science textbook and do not know how to use them appropriately. The students also lack expository reading strategies to comprehend expository text. It is vital for students to be able to read and comprehend the science textbook independently to be successful throughout their academic career.
In conclusion, at primary level, science enquiry skills have evolved over time to encompass a flexible structure that allows children to explore, discover and acquire cognitive knowledge. Constructivists have influenced and advanced children’s learning, and teaching techniques, allowing misconceptions to be identified and readily adjusted.
The Early Years Learning Framework (EYLF) (DEEWR, 2009) identifies inquiry as central to effective early years learning. Teachers are able to provide opportunities for an inquiry-based approach to learning that can assist young children to explore their family through the history curriculum. Inquiry based learning is a comprehensive pedagogical approach to early years’ education. It is important for inquiry skills not to be taught in isolation, however they should be integrated into other subjects (Michalopoulou, 2014). Inquiry-based learning is deeply related to the EYLF, the history curriculum as well as creative and critical thinking. This essay will discuss inquiry based learning and how it can be positively incorporated into the history
They also need this relationship to be able to plan their lesson effectively. For children, understanding the nature and process of science is dependent upon their developmental level and the experiences teachers provide for them. Children can begin to understand what science is, who does science, and how scientists work through classroom activities, stories about scientists, and class discussions. Teachers should provide children with many opportunities to make observations with all their senses, to look for patterns in what they observe, and to share with others what they did and what they learnt from their
In Science, teachers serve as the facilitator of learning, guiding them through the inquiry process. Teachers must ask open-ended questions, allow time for the students to answer, avoid telling students what to do, avoid discouraging students’ ideas or behaviors, encourage to find solutions on their own, encourage collaboration, maintain high standards and order, develop inquiry-based assessments to monitor students’ progress, and know that inquiry may be challenging for some students so be prepared to provide more guidance. There are three types of Science inquiry: structured, guided, and open. Structured is the most teacher-centered form of inquiry. This type of inquiry is mainly seen in laboratory exercises where the teacher needs to provide structure, however the students are the ones who conduct the experiment and find conclusions. Guided inquiry is where the students are given tools to develop a process and find the results. As an example, the teacher would instruct the students to build a rocket, but not tell them how to design it. This leaves creativity and uniqueness for the students to be able to apply their knowledge and skills. Open inquiry is when students determine the problem, i...
Closed ended questions can be used to quiz if students understanding the basic principles behind the learning outcomes. The use of effective open ended questioning should be used during discussions with students to obtain a deeper level of understanding. Marsh (p. 188 – 189, 2010). Petty mentions how questioning should encourage all students to think. He goes on to say that students should be given time to respond to the question asked and praise if correct answers given. (2009, p. 193). But traditional questioning has its limitations as can be hard to include all of the class. Assertive questioning on the other hand is more active and engaging for the students. It is the pair or group work that that make assertive questioning all inclusive. It shares student knowledge on a topic and helps weaker students to learn by doing. (Petty, 2009, p. 282 - 284).
Children in grades 3 through 5 are moving from "learning to read" to "reading to learn" and from "learning to write" to "writing to communicate". Students learn to work independently. They learn to read words and make mental pictures. Third through fifth graders also learn to write paragraphs, short essays and stories that make a point. The curriculum becomes more integrated. "Reading to learn" helps third through fifth graders better understand the scientific method and how to test hypotheses about the physical world. Additionally, "reading to learn" aids students in graphing and calculating scientific observations and then writing up their conclusions. Third grade science class will open new worlds of wonder and invite curious mind to explore (Williams, 2012).