Effects of explicit instruction on the acquisition of students’ science inquiry skills in grades 5 and 6 of primary education

Abstract

In most primary science classes, students are taught science inquiry skills by way of learning by doing. Research shows that explicit instruction may be more effective. The aim of this study was to investigate the effects of explicit instruction on the acquisition of inquiry skills. Participants included 705 Dutch fifth and sixth graders. Students in an explicit instruction condition received an eight-week intervention of explicit instruction on inquiry skills. In the lessons of the implicit condition, all aspects of explicit instruction were absent. Students in the baseline condition followed their regular science curriculum. In a quasi-experimental pre-test-post-test design, two paper-and-pencil tests and three performance assessments were used to examine the acquisition and transfer of inquiry skills. Additionally, questionnaires were used to measure metacognitive skills. The results of a multilevel analysis controlling for pre-tests, general cognitive ability, age, gender and grade level indicated that explicit instruction facilitates the acquisition of science inquiry skills. Specifically on the performance assessment with an unfamiliar topic, students in the explicit condition outperformed students of both the implicit and baseline condition. Therefore, this study provides a strong argument for including an explicit teaching method for developing inquiry skills in primary science education.

Performance Assessment as a Diagnostic Tool for Science Teachers

“…The students in the present study were participants in an effect study with an experimental, a control, and a baseline condition (Kruit et al 2018b). Students in the experimental condition received an intervention lasting 8 weeks in which regular explicit instruction in the use of science skills was provided during regular science class.…”

“…Prior to implementing the PAs as summative assessments in the effect study (Kruit et al 2018b), preliminary versions of all three PAs were piloted with 70 grades 5 and 6 students. Based on the outcomes, several adjustments were made regarding the formulation of instructions, questions and task structure.…”

Video-worked examples to support the development of elementary students’ science process skills: a case study in an inquiry activity on electrical circuits

“…Science skills play a key role in performing scientific inquiries and, consequently, developing these skills is often considered as a learning objective in primary science education (Durmaz and Mutlu 2016;Kruit, Oostdam, Van den Berg, and Schuitema 2018a). Many studies emphasize the importance of learning science skills at an early stage in order to enhance the student's understanding of science contents and general science literacy (Coil, Wenderoth, Cunninham, and Dirks 2010;Durmaz and Mutlu 2016).…”

“…Although some studies indicate that science skills can only be acquired through learning by doing (Dean and Kuhn 2007), recent research highlights the importance of providing students with instruction-assisted support and skills during inquiry for more effective learning (Durmaz and Mutlu 2016;Kruit et al 2018a;Lazonder and Harmsen 2016).…”

“…providing a problem to investigate, the procedure to follow, the materials needed, etc.) (Kruit et al 2018a). From this point, as the students become more proficient with the approach, they learn to be more active and autonomous as the investigation process proceeds and can tackle increasingly complex inquiry activities.…”