Inquiry Teaching and Its Effects on Secondary-School Students' Learning of Earth Science Concepts

Mao, Song Ling; Chang, Chun Yen; Barufaldi, James P.

doi:10.5408/1089-9995-46.4.363

Cited by 10 publications

(6 citation statements)

References 13 publications

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“…The intervention proved to be more effective for application and comprehension components of the cognitive domain, although no difference was found between students of the control group and experimental group on the knowledge component of the cognitive domain, where both groups gained almost equally. This finding was supported by research by Mao, Chang, and Barufaldi (1998). They found in their experimental study that inquiry group students performed better on higher order skills (comprehension and application) than knowledge retention, when compared with their counterparts in a control group.…”

Section: Discussionmentioning

confidence: 53%

Educational Effectiveness of the 5e Model for Scientific Achievement of Students With Hearing Impairment

Parveen

2017

JBSE

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This experimental research aimed to find the effectiveness of the 5E model of education for achievement in science among students with hearing impairment at the elementary level. An instructional package was developed following the 5E model for one unit from a science subject in grade VIII. A science test was developed by the researcher to test the achievement of students of grade VIII with hearing impairment. This test was validated by experts, pilot tested, subjected to item analysis and the reliability of the test was calculated. The test with 38 items was used as a pre-test and post-test during the study. Thirty-four students of grade VIII were selected from a school and were random assigned to two groups. One group was randomly assigned as the experimental group and the other served as the control group. The research followed a pre-test-post-test control group design. The performance of both groups was compared to evaluate the effectiveness of instructions based on the 5E model. A significant improvement was found in the performance of the experimental group as compared to the control group. It was concluded that hearing impaired children can perform better in science if they are taught through approaches promoting construction of knowledge, such as in the 5E model. Keywords: hearing impairment, scientific achievement, 5E model.

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Section: Discussionmentioning

confidence: 53%

Educational Effectiveness of the 5e Model for Scientific Achievement of Students With Hearing Impairment

Parveen

2017

JBSE

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“…The overwhelming research on inquiry teaching to date has focused on the comparative effects of IBI and traditional instruction (Mao, Chang, & Barufaldi, 1998). There are relatively few examples of research exploring how individual factors mediate the effects of inquiry instruction.…”

Section: Learning Sciencementioning

confidence: 99%

Investigating the Effectiveness of Inquiry-Based Instruction on Students With Different Prior Knowledge and Reading Abilities

Wang¹,

Wang

Tai

et al. 2009

Int J of Sci and Math Educ

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This study examined the differential impacts of an inquiry-based instruction on conceptual changes across levels of prior knowledge and reading ability. The instrument emphasized four simultaneously important components: conceptual knowledge, reading ability, attitude toward science, and learning environment. Although the learning patterns and effect size analyses indicated that students from all subgroups demonstrated substantial gains on weather concepts, students from the low prior conceptual knowledge group demonstrated greater gains in conceptual knowledge than subgroups with more prior knowledge; and these gains remained stable 3 weeks after the instruction ceased. However, students from the low language proficiency group showed the least gains in conceptual knowledge. Students' prior knowledge and reading ability were found to be positively and significantly associated to conceptual development. Recent perspectives on the role of language in science education and suggestions that support learning during instruction are briefly described.

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“…Inquiry-based methods of teaching science have been shown to be more effective in increasing student understanding of scientific principles than traditional pedagogical approaches (6). Some have argued that replacing pre-existing misconceptions about science with more accurate, but more counterintuitive, ideas can only occur through such active learning (11).…”

Section: Introductionmentioning

confidence: 99%

Gain in Student Understanding of the Role of Random Variation in Evolution Following Teaching Intervention Based on Luria-Delbruck Experiment

Robson¹,

Burns

2011

J Microbiol Biol Educ.

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Undergraduate students in introductory biology classes are typically saddled with pre-existing popular beliefs that impede their ability to learn about biological evolution. One of the most common misconceptions about evolution is that the environment causes advantageous mutations, rather than the correct view that mutations occur randomly and the environment only selects for mutants with advantageous traits. In this study, a significant gain in student understanding of the role of randomness in evolution was observed after students participated in an inquiry-based pedagogical intervention based on the Luria-Delbruck experiment. Questionnaires with isomorphic questions regarding environmental selection among random mutants were administered to study participants (N = 82) in five separate sections of a sophomore-level microbiology class before and after the teaching intervention. Demographic data on each participant was also collected, in a way that preserved anonymity. Repeated measures analysis showed that post-test scores were significantly higher than pre-test scores with regard to the questions about evolution (F(1, 77) = 25.913, p < 0.001). Participants’ pre-existing beliefs about evolution had no significant effect on gain in understanding of this concept. This study indicates that conducting and discussing an experiment about phage resistance in E. coli may improve student understanding of the role of stochastic events in evolution more broadly, as post-test answers showed that students were able to apply the lesson of the Luria-Delbruck experiment to other organisms subjected to other kinds of selection.

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Inquiry Teaching and Its Effects on Secondary-School Students' Learning of Earth Science Concepts

Cited by 10 publications

References 13 publications

Educational Effectiveness of the 5e Model for Scientific Achievement of Students With Hearing Impairment

Educational Effectiveness of the 5e Model for Scientific Achievement of Students With Hearing Impairment

Investigating the Effectiveness of Inquiry-Based Instruction on Students With Different Prior Knowledge and Reading Abilities

Gain in Student Understanding of the Role of Random Variation in Evolution Following Teaching Intervention Based on Luria-Delbruck Experiment

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