The Effectiveness of Inquiry-Based Techniques in Place of Explicit Instruction What happens when inquiry-based techniques are used in place of explicit instruction when teaching science? A Framework for K-12 Science Education (2012) states that “from its inception, one of the principal goals of science education has been to cultivate students’ scientific habits of mind, develop their capability to engage in scientific inquiry, and teach them to reason in a scientific context” (p. 41). Most states have many standards and units for each grade level that contain both science content areas and inquiry based skills. The challenge for science teachers especially in the elementary levels is to teach all of the content standards using methods that foster inquiry and the develop of our students’ young minds into scientists as well as students who can achieve highly on state created standardized tests seeking to evaluate their scientific understanding of specific concepts. The plan is to teach the same standards to each class of fifth graders however teaching one with direct instruction and the other through inquiry-based instruction. In order to gather the quantitative data, students will be given the same pre and post assessments and find out which class learns the content most effectively according to their post test data. To provide a qualitative aspect to the research, observations during the inquiry process and the direct instruction process to see if the students are asking inquiry based questions, having discussions, and applying their evidence to draw a conclusion from their investigations. The third aspect of the study is to interview students from the direct instruction class and from the inquiry class to determine t... ... middle of paper ... ...ol Science and Mathematics. doi:10.1111/j.1949-8594.2001.tb18187.x Khishfe, R., & Abd-El-Khalick, F. (2002). Influence of explicit and reflective versus implicit inquiry-oriented instruction on sixth graders' views of nature of science. Journal of Research in Science Teaching. doi:10.1002/tea.10036 Llewellyn, D. (2007). Inquire within: Implementing inquiry-based science standards in grades 3-8. Thousand Oaks, CA: Corwin Press. National Research Council (NRC). (1996). National science education standards. Washington, DC: National Academy Press. Pea, C. H. (2012). Inquiry-based Instruction: Does School Environment Context Matter? Science Educator, 21(1), 37-43. Pratt, H., Bybee, R. W., National Science Teachers Association, & National Research Council (U.S.) (2012). The NSTA reader's guide to a framework for K-12 science education. Arlington, VA: NSTA Press.
Michael, S.et al. (2008). Prospects for improving K-12 science education from the federal level. Journal of Education 69(9): 677-683.
Teachers and students provide the following feedback to the Secondary Science Education Department at the University of Nebraska:
Researching the US National Standards of Science Education and the New York State Science Standards gave our group valuable information about any science curriculum in New York State. We searched the Web and the New York State Standards for Mathematics, Science, and Technology booklet. Conducting an interview with both Ethanie Holl, kindergarten teacher, and Dr. LaChance, professor, were also very helpful.
Last summer, I worked at Project Think, a summer academic program for kids ranging from kindergarten to eighth grade. As an assistant teacher, I was to create an environment that would inspire a passion for science. Having a parent as a teacher, I knew how difficult it could be, but I was ready for the challenge. As a science enthusiast, I was determined to make the kids enjoy learning science, even during summer break!
One raised in “Capacity Building Series K-12: Inquiry Based Learning” (2013, p. 3) is that teachers are unsure how to address curriculum expectations in an inquiry based project. This is due to the spontaneous nature of inquiry. Allowing students to co-author the inquiry process means the end result cannot be predicted. However, it is believed that by focusing on how students follow the main processes of the inquiry the overarching curriculum goals will be achieved (“Capacity Building Series K-12: Inquiry Based Learning”, 2013, p. 3). The focus of the inquiry should be on how students are developing skills and developing understanding of the learning area rather than content recital. Content recital does not require the application of critical thinking skills. Anderson Steeves (2005, p.71) believes that content and skill development should come together within a ‘thinking curriculum’. This is achieved with an inquiry approach. Inquiry can be limited by educator beliefs that student’s will be hindered during exams and not meet educational standards if they do not cover content and instead engage in inquiry (Voet & De Wever, 2015, p. 59). These educators should consider the concept of the thinking curriculum. Another criticism is that inquiry projects take a lot of classroom time to complete, are limited by available resources and that students are simply incapable
Inquiry-based learning is supported when educators are co-learners with children as they develop, supporting and extending on a child’s own attempts at understanding. This knowledge can be broadened by ensuring that children have the time, space and resources to become deeply involved in their investigations and there are opportunities for reflections during and after activities (Touhill, 2012a). Furthermore, it is imperative that the physical environment contains spaces as well as materials that encourage a child’s curiosity and investigation (Touhill, 2012a). By providing interesting and engaging materials educators are able to provide stimulus for children’s investigation and
Milner, A. R., Sondergeld, T. A., Demir, A., Johnson, C. C., & Czerniak, C. M. (2012). Elementary teachers' beliefs about teaching science and classroom practice: An examination of Pre/Post NCLB testing in science. Journal of Science Teacher Education, 23(2), 111-132. Retrieved from http://search.proquest.com/docview/1011395880?accountid=14789
5. How did your lesson plan and instruction change over time to consider your student’s language and home culture? How have you ensured that you have made science learning accessible and relevant to
Uyeda, Steve, et al. “Solving Authentic Science Problems: Problem based learning connects science to the world beyond school.” Science Teacher. 69.1 (Jan. 2002): 24-29.
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...
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
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).
According to Trowbridge (2012), there is change in almost all fields of endeavor and in education particularly science education at the secondary level. For this matter leading educators and scholars here and abroad agree that the traditional way of teaching science at the secondary level is inadequate in content, purpose, emphasis and approach.
Hands-on lessons are also known as inquiry-based learning. When teaching an inquiry-based lesson, teachers have to think out of the box and create experiments for students to perform to come to a conclusion for their learning. Science is made up of experiments; therefore, in order to teach it properly teachers have to integrate experiments of some kind within the lessons. A study was performed
When integrating Nature of Science into curriculum, assumptions are made about students and instructors. These assumptions include that students are all at the same level in terms of science understanding and concepts as the rest of their classmates, and also assumes that the students learn at the same rates (NGSS: Appendix A). These assumptions are detrimental to science education when focus needs to be on the content being taught rather than teaching background of science as a standalone. Teaching NOS explicitly becomes increasingly difficult when students aren’t given access to proper science learning environments. As mentioned in the High Hopes – Few Opportunities reading, it is stated that, “California students do no typically experience high-quality science learning opportunities[.]” (Dorph et al., 2011). When students don’t have a basis for scientific concepts, it becomes increasingly difficult to teach NOS. America’s Lab Report further expands on the idea that this style of learning is not likely achievable, as “[N]o single […] experience is likely to achieve all of these learning goals.” (Schweingruber et al., 2005) where learning goals is referencing the goals of laboratory experiences that include understanding Nature of Science. Again, when a lack of understanding for general science exists, its arguably much more difficult to teach