The Advantages of an Inquiry Approach for Science Instruction in Middle Grades

Autor/inn/en	Yager, Robert E.; Akcay, Hakan
Titel	The Advantages of an Inquiry Approach for Science Instruction in Middle Grades
Quelle	In: School Science and Mathematics, 110 (2010) 1, S.5-12 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/j.1949-8594.2009.00002.x
Schlagwörter	Creativity; Student Attitudes; Classrooms; Science Instruction; Teaching Methods; Inquiry; Middle School Teachers; Secondary School Science; Faculty Development; Scientific Concepts; Science Process Skills; Science Teachers; Comparative Analysis; Conventional Instruction; Leadership Training; Summer Programs; Workshops; Newsletters; Pretests Posttests; Iowa + Suchen Sie Ihr Suchwort? Kreativität; Schülerverhalten; Classroom; Klassenraum; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Führungslehre; Sommerkurs; Lernwerkstatt; Schulung
Abstract	The purpose of the study was to examine the effectiveness of the Iowa Chautauqua Professional Development Program in terms of changes in concept mastery, use of process skills, application of science concept and skills, student attitudes toward science, student creativity, and student perceptions regarding their science classrooms. Participants were 12 teachers who agreed to participate in an experimental study where an inquiry approach was utilized with one section and traditional strategies in another section. A total of 24 sections of students were enrolled in inquiry sections (365 students) and traditional sections (359 students). The data collected were analyzed using quantitative methods. The results are tabulated and contrasted for students enrolled in the two sections for each teacher. The results indicate that student use and understanding of science skills and concepts in the inquiry sections increased significantly more than they did for students enrolled in typical sections in terms of process skills, creativity skills, ability to apply science concepts, and the development of more positive attitudes. (Contains 7 tables.) (As Provided).
Anmerkungen	John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10