Effects of Explicit Instruction on the Acquisition of Students' Science Inquiry Skills in Grades 5 and 6 of Primary Education

Autor/inn/en	Kruit, P. M.; Oostdam, R. J.; van den Berg, E.; Schuitema, J. A.
Titel	Effects of Explicit Instruction on the Acquisition of Students' Science Inquiry Skills in Grades 5 and 6 of Primary Education
Quelle	In: International Journal of Science Education, 40 (2018) 4, S.421-441 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kruit, P. M.) ORCID (Oostdam, R. J.) ORCID (Schuitema, J. A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2018.1428777
Schlagwörter	Grade 5; Grade 6; Elementary School Science; Elementary School Students; Inquiry; Metacognition; Quasiexperimental Design; Pretests Posttests; Active Learning; Intervention; Science Instruction; Questionnaires; Hierarchical Linear Modeling; Cognitive Ability; Teaching Methods; Foreign Countries; Correlation; Statistical Analysis; Netherlands (Amsterdam) + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Aktives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fragebogen; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Korrelation; Statistische Analyse
Abstract	In most primary science classes, students are taught science inquiry skills by way of learning by doing. Research shows that explicit instruction may be more effective. The aim of this study was to investigate the effects of explicit instruction on the acquisition of inquiry skills. Participants included 705 Dutch fifth and sixth graders. Students in an explicit instruction condition received an eight-week intervention of explicit instruction on inquiry skills. In the lessons of the implicit condition, all aspects of explicit instruction were absent. Students in the baseline condition followed their regular science curriculum. In a quasi-experimental pre-test-post-test design, two paper-and-pencil tests and three performance assessments were used to examine the acquisition and transfer of inquiry skills. Additionally, questionnaires were used to measure metacognitive skills. The results of a multilevel analysis controlling for pre-tests, general cognitive ability, age, gender and grade level indicated that explicit instruction facilitates the acquisition of science inquiry skills. Specifically on the performance assessment with an unfamiliar topic, students in the explicit condition outperformed students of both the implicit and baseline condition. Therefore, this study provides a strong argument for including an explicit teaching method for developing inquiry skills in primary science education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01