Do Different Levels of Inquiry Lead to Different Learning Outcomes? A Comparison between Guided and Structured Inquiry

Autor/inn/en	Bunterm, Tassanee; Lee, Kerry; Ng Lan Kong, Jeremy; Srikoon, Sanit; Vangpoomyai, Penporn; Rattanavongsa, Jareunkwan; Rachahoon, Ganya
Titel	Do Different Levels of Inquiry Lead to Different Learning Outcomes? A Comparison between Guided and Structured Inquiry
Quelle	In: International Journal of Science Education, 36 (2014) 12, S.1937-1959 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2014.886347
Schlagwörter	Inquiry; Active Learning; Outcomes of Education; Science Instruction; Secondary School Science; Secondary School Students; Science Process Skills; Scientific Attitudes; Anxiety; Science Achievement; Foreign Countries; Thailand + Suchen Sie Ihr Suchwort? Aktives Lernen; Lernleistung; Schulerfolg; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarschüler; Angst; Ausland
Abstract	Although the effects of open inquiry vs. more didactic approaches have been studied extensively, the effects of different types of inquiry have not received as much attention. We examined the effects of guided vs. structured inquiry on secondary students' learning of science. Students from three schools in north-eastern Thailand participated (N?=?239, Grades 7 and 10). Two classes in each school were randomly assigned to either the guided or the structured-inquiry condition. Students had a total of 14-15 hours of instructions in each condition. The dependent measures were science content knowledge, science process skills, scientific attitudes, and self-perceived stress. In comparison to the structured-inquiry condition, students in the guided-inquiry condition showed greater improvement in both science content knowledge and science process skills. For scientific attitudes and stress, students in one school benefited from guided inquiry much more than they did from structured inquiry. Findings were explained in terms of differences in the degree to which students engaged effortfully with the teaching material. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10