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

Abstract

This study investigates the effects of an intensive 1-week Inquiry-Based Science and Technology Enrichment Program (InSTEP) designed for middle schoolaged 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.

Impact of Active Learning Method on Students Academic Achievement in Physics at Secondary School Level in Pakistan

“…These findings are in agreement with the outcomes of the studies carried out countrywide (Khan et al, 2012;Zaman et al, 2015;Hussain & Shah, 2015). Further, these outcomes also agree with the results of the studies carried out globally (Saleh, 2012;O'Grady et al, 2014;Popoola et al, 2014;Mankilik & Ofodile, 2015;Kim, 2016;Savinainen et al, 2017). However, these results contrite to the work of the researchers (Gangoli & Gurumurthy, 1995;Peşman &Özdemir, 2012;Wilder, 2015).…”

“…The finding revealed that ILDs help students in understanding concepts and provide opportunities for scientific reasoning. In addition, the study of Kim (2016) showed that the Inquiry-Based-Science & Technology-Enrichment-Program (InSTEP) was more effective in increasing learners' content knowledge of science than conservative teaching method. The study conducted by Savinainen, Mäkynen, Nieminen, and Viiri (2017) revealed that Teaching-Learning-Sequence (TLS) method was superior to conventional teaching method on learner understanding of Newton's third law of motion in Physics.…”

Effectiveness of Brain-Based Learning for Grade Eight Students’ Direct and Postponed Retention in Science

“…Learning technologies encourage flexible thinking, develop communication skills and enhance re-conceptualization (Barak &Levenberg, 2016). Likewise, learning technologies support learning environments and make it easier for students to propose their own inquiry focus, produce their own data, and continue their inquiry as new questions arise (Kim, 2016). Technology also helps to shift the focus of science instruction from the direct memorising of scientific facts to engaging in developing rich, productive and applicable knowledge (Gerard, Matuk& Linn 2016).…”

Engaging middle school students in scientific practice with a collaborative mobile game

“…Playing roles in a real‐world style mystery game appealed to the girls and this generated higher flow scores. Girls also benefit from inquiry‐based learning (Kim, ). Research shows they want to participate in meaningful inquiry; girls want to test their ideas, think through problems, and build evidence‐based claims (Calabrese Barton et al, ).…”

“…Science is not taught in an engaging and meaningful way for girls; research confirms that girls find science difficult and uninteresting (Kim, ). In order to provide an equitable science education to girls, schools need to present science in ways that interest them.…”