Conducting Guided Inquiry in Science Classes Using Authentic, Archived, Web-Based Data

Autor/inn/en	Ucar, Sedat; Trundle, Kathy Cabe
Titel	Conducting Guided Inquiry in Science Classes Using Authentic, Archived, Web-Based Data
Quelle	In: Computers & Education, 57 (2011) 2, S.1571-1582 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2011.02.007
Schlagwörter	Grounded Theory; Preservice Teachers; Elementary School Science; Methods Courses; Interviews; Science Teachers; Scientific Concepts; Data; Inquiry; Preservice Teacher Education; Science Instruction; Computer Assisted Instruction; Computer Simulation; Comparative Analysis; Instructional Effectiveness; College Students; Archives; Oceanography; Marine Education; Quasiexperimental Design; Internet + Suchen Sie Ihr Suchwort? Methodisch-didaktische Anleitung; Interviewing; Interviewtechnik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Daten; Lehramtsstudiengang; Lehrerausbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Computer based training; Computerunterstützter Unterricht; Computergrafik; Computersimulation; Unterrichtserfolg; Collegestudent; Archivwesen; Archiv; Ozeanografie
Abstract	Students are often unable to collect the real-time data necessary for conducting inquiry in science classrooms. Web-based, real-time data could, therefore, offer a promising tool for conducting scientific inquiries within classroom environments. This study used a quasi-experimental research design to investigate the effects of inquiry-based instruction coupled with archived online data. Ninety-six preservice teachers in a four-year elementary science teacher-training program participated in this study. The students were enrolled in three sections of the methods course, and these existing groups were randomly assigned to the treatment groups: traditional instruction, traditional instruction supported with a simulation, and inquiry-based instruction with archived online data. Data were collected with structured interviews and analyzed with the constant comparative method and one-way ANOVA. Before the instructional interventions, none of the participants had a "scientific" understanding of tides, and 15% of the participants had "no conceptual understanding" of tides at all. After instruction, 72% of the participants who received inquiry-based instruction with archived online data were categorized as having scientific conceptual understandings; 46% of participants who received traditional instruction supported with a simulation were categorized as having "scientific" conceptual understandings; and 43% of participants who received traditional instruction were categorized as having "scientific" conceptual understandings. Statistical analyses showed that the group receiving inquiry-based instruction with archived online data performed significantly better than the other two instructional groups. Inquiry-based instruction with archived online data can be used to effectively perform inquiry activities within science classes; it might be used at different grade levels to teach a variety of scientific content. (Contains 6 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10