Comparative study of authentic scientific research versus guided inquiry in affecting middle school students' abilities to know and do genetics.
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| Format: | Thesis eBook |
| Language: | English |
| Published: |
[College Station, Tex.] :
[Texas A&M University],
[2006]
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| Online Access: | Link to OAK Trust copy |
| Abstract: | This exploratory mixed methods study addressed the types of gains students made when engaged in one of two forms of inquiry. Gains were measured on three levels: conceptual understanding, the process of scientific investigation, and use of practical reasoning skills. One hundred-thirty 8th grade students from a rural public school in East Texas participated in this study. Classes of students were randomly assigned to one of two treatment groups: guided inquiry or authentic student research learning. Nonparametric statistical analysis and constant comparative qualitative analysis were used to triangulate pre-tests and post-tests, student journals, and student drawings to address the research questions. Findings support greater gains in conceptual understanding of domain specific content in a highly scaffolded guided inquiry. Further authentic scientific research learning was more effective for developing understanding of scientific investigation as a process and application of knowledge through practical reasoning skills. |
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| Item Description: | "Major Subject: Curriculum and Instruction" Title from author supplied metadata (automated record created on Sep. 15, 2006.) Vita. Abstract. Electronic resource] by Jane Metty Scallon. |
| Format: | Mode of access: World Wide Web. System requirements: World Wide Web access and Adobe Acrobat Reader. |
| Bibliography: | Includes bibliographical references. |