Is inquiry possible in light of accountability?: A quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instruction

Blanchard, Margaret R.; Southerland, Sherry A.; Osborne, Jason W.; Sampson, Victor; Annetta, Leonard A.; Granger, Ellen M.

doi:10.1002/sce.20390

Cited by 295 publications

(231 citation statements)

References 57 publications

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“…Because some teachers prefer structured and guided inquiry activities rather than open inquiry practices. They claim that open inquiry is considered to be a waste of time, whereas guided inquiry provides high level science skills and helps in understanding the nature of science (Blanchard et al, 2010;Quintana, Zhang, & Krajcik, 2005;Tabak et al, 1995). On the contrary, some scholars (Berg et al, 2003;Chinn & Malhotra 2002;Krystyniak & Heikkinen, 2007) advocate that open inquiry is a more effective way to teach the nature of science and science process skills.…”

Section: Extended Abstractmentioning

confidence: 99%

“…Bazı öğretmenler yapılandırılmış ve yönlendirmeli sorgulamayı, açık sorgulamaya tercih etmektedir. Yapılandırılmış ve yönlendirmeli sorgulama savunucuları yönlendirmeli sorgulama temelli öğretimin öğrencilerin bilimsel içerikleri, üst düzey bilimsel becerileri ve bilimsel bilginin doğasını anlamalarına yardımcı olduğunu iddia etmektedirler (Blanchard et al, 2010;Quintana, Zhang, & Krajcik, 2005;Tabak et al, 1995). Ayrıca yönlendirmeli sorgulamanın hem öğrencilerin boşa giden zamanlarını hem de başarısızlık duygusu ile bir sonuca ulaşamama korkusunu azalttığını ifade etmektedirler (Trautmann, MaKinster, & Avery, 2004).…”

Section: Introductionunclassified

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Açık Sorgulamaya Dayalı Öğrenmenin Öğrencilerin Başarısına ve Bilimsel Süreç Becerilerinin Gelişimine Etkisi

Yılmaz¹,

Kaya²

2016

HUJE

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ÖZ:Çalışmanın amacı, açık sorgulamaya dayalı öğrenmenin ilköğretim 7. sınıf öğrencilerinin akademik başarılarına ve bilimsel süreç becerilerinin gelişimine etkisini araştırmaktır. Aynı zamanda açık sorgulamaya dayalı öğrenme yaklaşımının sınıf içerisinde uygulanabilirliğini ve öğretmen açısından karşılaşılan sorunları ortaya koymaktır. Araştırmada, amaçlar doğrultusunda karma yöntem kullanılmıştır. Araştırmanın nicel boyutunda yarı-deneysel desen kullanılırken, nitel boyutunda ise öğretmen ile uygulamadan sonra yarı yapılandırılmış görüşme yapılmıştır. Çalışma, uygun örnekleme ile seçilen bir devlet okulunun 7. sınıflarını oluşturan beş şubeden rastgele seçilen iki tanesiyle yürütülmüştür. Toplam 33 öğrenciden oluşan deney grubunda, açık sorgulamaya dayalı öğrenmeye uygun olarak geliştirilmiş etkinlikler kullanılarak ders işlenmiştir. Toplam 32 öğrenciden oluşan kontrol grubunda ise aynı öğretmen tarafından öğretim programı ve ders kitabının önerdiği şekilde ders işlenmiştir. Nicel verilerin toplanmasında bilimsel süreç becerileri testi ve "Kuvvet ve Hareket" ünitesine yönelik bir başarı testi kullanılmıştır. Yapılan çoklu kovaryans analizi (MANCOVA) sonucunda, deney grubu lehine istatistiksel olarak anlamlı bir fark bulunmuştur. Nitel verilerin analizinde ortaya çıkan temel bulgu ise öğretmenin etkinlikler sırasında öğrencilere ne zaman ve ne kadar destek sağlaması veya onları nasıl yönlendirmesi gerektiği konularında kararsızlıklar yaşamasıdır. Araştırma sonuçlarına paralel olarak öğrencilerin akademik başarılarının artırılması ve bilimsel süreç becerilerinin gelişimi için açık sorgulamaya dayalı öğrenmeye uygun etkinliklerin fen sınıflarında kullanılması önerilmektedir.Anahtar sözcükler: sorgulamaya dayalı fen eğitimi, açık sorgulama, bilimsel süreç becerileri, başarı. ABSTRACT:The aim of this research is to investigate the effect of open inquiry based learning on the development of 7th grade students' academic achievement and science process skills. At the same time, the practicability of open inquiry in the science classroom and problems encountered by the teacher were examined. Mixed-method was used regarding the aims of the study. In the quantitative part, quasi-experimental study was designed whereas semi-structured interview was conducted with the teacher after the treatment in the qualitative part. The sample of this study was composed of randomly selected 2 classes from a conveniently selected public school with 7 classes. Open inquiry based learning activities developed by the researchers were conducted in the experimental group (n=33 students) by their science teacher. In the control group (n=32 students), lessons were conducted as suggested in the science curriculum by the same teacher. Science process skills test and an achievement test about "Force and Motion" unit were used to collect the quantitative data. The results of MANCOVA indicated statistically significant differences on behalf of the experimental group. The teacher was unsure about when and to what extent she should have given scaffold...

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Section: Extended Abstractmentioning

confidence: 99%

Section: Introductionunclassified

Açık Sorgulamaya Dayalı Öğrenmenin Öğrencilerin Başarısına ve Bilimsel Süreç Becerilerinin Gelişimine Etkisi

Yılmaz¹,

Kaya²

2016

HUJE

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“…Inquiry-based learning uses open-ended questions or scenarios to provide students with a glimpse of genuine research, while also providing enough direction and structure to focus their learning (Hofstein and Lunetta 2004;Blanchard et al 2010;Puttick, Drayton and Cohen 2015). Inquiry-based microbiology experiments have been reported for a wide range of topics selected to enhance student engagement, including beer brewing (Sato et al 2015), oral hygiene (Geiger-Thornsberry 2016) and endophytes from rainforest plants (Strobel and Strobel 2007).…”

Section: Benefits Of Inquiry-based Designmentioning

confidence: 99%

Personal microbiomes and next-generation sequencing for laboratory-based education

Hartman

Harrington

Etson

et al. 2016

FEMS Microbiology Letters

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One sentence summary: This commentary discusses approaches and challenges for bringing personal microbiome and next-generation sequencing experiments into the classroom laboratory. Editor: Beatrix Fahnert † Mark R. Hartman, http://orcid.org/0000-0003-1564-5285 ABSTRACTSequencing and bioinformatics technologies have advanced rapidly in recent years, driven largely by developments in next-generation sequencing (NGS) technology. Given the increasing importance of these advances, there is a growing need to incorporate concepts and practices relating to NGS into undergraduate and high school science curricula. We believe that direct access to sequencing and bioinformatics will improve the ability of students to understand the information obtained through these increasingly ubiquitous research tools. In this commentary, we discuss approaches and challenges for bringing NGS into the classroom based on our experiences in developing and running a microbiome project in high school and undergraduate courses. We describe strategies for maximizing student engagement through establishing personal relevance and utilizing an inquiry-based structure. Additionally, we address the practical issues of incorporating cutting edge technologies into an established curriculum. Looking forward, we anticipate that NGS educational experiments will become more commonplace as sequencing costs continue to decrease and the workflow becomes more user friendly.

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“…1A; cf. Bybee 1993, Boddy et al 2003, Abrams et al 2007, Blanchard et al 2010 because it best fit the inquiry teaching model advocated by the Alaska Science Consortium and the pedagogical training of both the researcher and the collaborating science teacher.…”

Section: Study Context and Experimental Designmentioning

confidence: 99%

Metacognitive learning in the ecology classroom: A tool for preparing problem solvers in a time of rapid change?

et al. 2016

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Abstract. Building communities that are resilient and adaptive to climate change requires the development of education strategies that train community members in higher order thinking skills that can be used to solve complex environmental problems. This study provides an empirical test of hypotheses within social-ecological systems resilience theory that have suggested metacognitive learning strategies could increase resilience thinking skills such as scenarios thinking, systems thinking, and the ability to interpret and apply ecological data in complex problem solving. During a 6-week long ecology unit with 108 seventh-grade students, we taught half the students using standard inquiry teaching methods and the other half using the same method, with the addition of a daily metacognitive learning intervention. We investigated the short-term (after six weeks of intervention) and long-term (1 yr after the intervention ended) effects of the intervention on student's metacognitive ability and resilience thinking skills. Over the long term, we found a modest increase in the metacognitive ability of students who received the daily metacognitive journaling exercise. Interview data suggest that the structured metacognitive practice did most to improve the resilience thinking level of students who had low resilience thinking ability prior to the intervention period. However, the interaction between pre-treatment ability level and the treatment group was not detected in the written assessment data. These data suggest that the metacognitive learning intervention we used can benefit metacognitive ability over the long term, but has limited transferability to resilience thinking skills for most students. We suggest additional instructional practices for implementing metacognitive teaching approaches that could enhance the generalizability of their benefits across resilience thinking skills and student's ability levels.

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Is inquiry possible in light of accountability?: A quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instruction

Cited by 295 publications

References 57 publications

Açık Sorgulamaya Dayalı Öğrenmenin Öğrencilerin Başarısına ve Bilimsel Süreç Becerilerinin Gelişimine Etkisi

Açık Sorgulamaya Dayalı Öğrenmenin Öğrencilerin Başarısına ve Bilimsel Süreç Becerilerinin Gelişimine Etkisi

Personal microbiomes and next-generation sequencing for laboratory-based education

Metacognitive learning in the ecology classroom: A tool for preparing problem solvers in a time of rapid change?

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