What Goes 'Round Comes 'Round<i>Doing</i>Science

Lindberg, Dormalee H.

doi:10.1080/00094056.1990.10521586

Cited by 8 publications

(3 citation statements)

References 1 publication

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“…During inquiry-based instruction students are actively engaged in utilizing scientific processes (Gibson & Chase, 2002). Haury (1993) cited that inquiry instruction has been shown to enhance student performance in the laboratory, graphing and data interpretation skills (Mattheis & Nakayama, 1988), foster scientific literacy (Lindberg, 1990), improve critical thinking skills (Narode, Heiman, Lochhead, & Solmianko, 1987), and create positive attitudes toward science (Kyle, Bonnsetetter, McCloskey, & Fults, 1985;Rakow, 1986). In regards to this, the National Research Agenda set forth by the American Association for Agricultural Education has called for meaningful, engaged learning in all environments, which includes the use of effective teaching practices to develop high student achievement and career readiness (Doerfert, 2011).…”

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confidence: 99%

Students’ Perceptions of Agriscience when Taught Through Inquiry-Based Instruction

Thoron¹,

Burleson²

2014

JAE

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United States science scores have remained stable over the past 12 years, and as a result secondary school students have been deemed less proficient than international peers. Additionally, there has been increased pressure for accountability from both teachers and students. This highly competitive performance-based classroom environment has threatened student motivation. Due to this, many have moved away from an emphasis on rote memorization and lessened the threat of performance testing by using inquiry and problem solving strategies as a way to provide more autonomy in the classroom. Agricultural education has joined the movement in providing autonomy in the classroom through inquiry-based teaching methods. This study investigates the perceptions of school-based agriscience students toward agriscience and inquiry-based instruction when taught through inquiry-based instruction. The perceptions of 170 secondary agriscience students who responded to the questionnaire indicated more favorable attitudes toward agriscience. Participants also had positive responses to items regarding agriculture's importance to society, and influence in their daily lives. It is recommended that inquiry-based instruction be utilized in the agriscience classroom to promote student learning and motivation. Further investigations on the impacts of student motivation in the classroom when inquiry-based instruction is utilized in school-based agriscience education should be investigated.

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confidence: 99%

Students’ Perceptions of Agriscience when Taught Through Inquiry-Based Instruction

Thoron¹,

Burleson²

2014

JAE

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“…individuals to be literate in science and technology is ensured by effective science and technology teaching. In the inquiry-based learning approach suggested by educational scientists, learners master learning units by obtaining data through asking questions and doing research in the knowledge construction process, using their creativity (Bass, Contant, & Carin, 2008;Burden & Byrd, 2003;Hassard & Dias, 2008;Haury, 1993;Hogan & Berkowitz, 2000;Howe, 2002;Karamustafaoğlu & Yaman, 2006;Keys & Kennedy, 1999;Lawson, 2010;Lindberg, 1990;Llewellyn, 2002;Lloyd & Contreras, 1987;Marek & Cavallo, 1997;Martin, Sexton, Franklin, & Gerlovich, 2005;Narode, Heiman, Slomianko, & Lochhead, 1987;National Research Council, 2000). Inquiry-based learning, which is based on a constructive approach and the learning cycle model and is suitable for all education levels, also allows students to evaluate their own progress (Hammerman, 2006;Kanlı, 2009;Llewellyn, 2002;Office of Science Education National Institutes of Health, 2006;Peters & Stout, 2006;Temizyürek, 2003;Wenning, 2005).…”

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confidence: 99%

Effect of Inquiry-based Learning Approach on Student Resistance in a Science and Technology Course

Sever¹,

Güven²

2014

ESTP

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The aim of this study was to identify the resistance behaviors of 7th grade students exhibited during their Science and Technology course teaching-learning processes, and to remove the identified resistance behaviors through teaching-learning processes that were constructed based on the inquiry-based learning approach. In the quasi-experimentally designed study, data were collected from 95 students and 14 teachers using both qualitative (students' follow-up forms, observation, and interview forms) and quantitative (achievement test and personal information survey) methods. In the experimental process, courses given to the control group were taught using the traditional method, whereas those given to the experimental groups used an inquiry-based learning approach. When the data, which were collected in the spring term of the 2010-2011 academic year, were analyzed, 25 students were identified as having resistant behaviors such as not participating in the course, not being interested in the course, not taking care of their friends, seeking attention, not respecting the teacher, and providing suggestions to the teacher. The statistical data analysis showed that there was a significant difference between the pre-test and post-test mean scores of both the control and experiment groups; however, the mean scores of the experimental groups showed a greater increase than those of the control group. While the findings derived from the follow-up forms and the analysis of teacher interviews showed that the experimental process changed the resistance behaviors of students in a positive way, this change was not permanent at the end of the experimental process. As a result, it was found that students can have a variety of resistant behaviors and these behaviors can be affected positively by different teaching methods that are accepted as effective in that discipline.

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“…Over half of the analyzed studies found a positive impact of inquiry-based instruction on students' content learning and retention. Inquiry-based approach has also been found beneficial in understanding of science processes (Lindberg, 1990), vocabulary knowledge and conceptual understanding (Gautreau & Binns, 2012;Lloyd & Contreras, 1985), critical thinking (Narode et al, 1987), positive attitudes toward science (Kyle, 1985;Pai-Lu Wu et al, 2014;Rakow, 1986;Sandoval & Harven, 2011), higher achievement on tests of procedural knowledge (Glasson, 1989;Hung, 2009), and construction of logico-mathematical knowledge (Staver, 1986). Some recent studies found that inquiry based instruction is beneficial only if properly guided by teachers (Alfieri et al, 2011;Barthlow & Watson, 2014;Furtak et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Findings from TIMSS 2007: What Drives Utilization of Inquiry-based Science Instruction?

Kuzhabekova

2015

IJRES

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What Goes 'Round Comes 'RoundDoingScience

Cited by 8 publications

References 1 publication

Students’ Perceptions of Agriscience when Taught Through Inquiry-Based Instruction

Students’ Perceptions of Agriscience when Taught Through Inquiry-Based Instruction

Effect of Inquiry-based Learning Approach on Student Resistance in a Science and Technology Course

Findings from TIMSS 2007: What Drives Utilization of Inquiry-based Science Instruction?

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