Inquiry-Based Instruction: A Possible Solution to Improving Student Learning of Both Science Concepts and Scientific Practices

Autor/inn/en	Marshall, Jeff C.; Smart, Julie B.; Alston, Daniel M.
Titel	Inquiry-Based Instruction: A Possible Solution to Improving Student Learning of Both Science Concepts and Scientific Practices
Quelle	In: International Journal of Science and Mathematics Education, 15 (2017) 5, S.777-796 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-016-9718-x
Schlagwörter	Active Learning; Inquiry; Scientific Concepts; Academic Achievement; Scientific Principles; Quasiexperimental Design; Faculty Development; Middle School Students; Science Education + Suchen Sie Ihr Suchwort? Aktives Lernen; Schulleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Naturwissenschaftliche Bildung
Abstract	The current study, involving 219 teachers and 15,292 students, examined the relationship between teacher participation in a sustained professional development intervention designed to improve the quantity and quality of guided inquiry-based instruction in middle school science classrooms and subsequent student academic growth. Utilizing a quasi-experimental design, the growth scores of students of participating and non-participating teachers were compared to a benchmark measure established by a virtual comparison group (VCG) of similarly matched students. The results indicate that for all three MAP tests (Scientific Practices, Science Concepts, Science Composite) the students of participating teachers had significantly higher than expected growth relative to the VCG when compared to students of non-participants. In addition, students of teachers who participated in the PD intervention consistently exceeded the growth expectations of the benchmark VCG by up to 82%. This study supports prior research findings that inquiry-based instruction helps improve students' achievement relative to scientific practices and also provides evidence of increasing student conceptual knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01