论文信息 - Teaching science by inquiry: assessment and learning

Teaching science by inquiry: assessment and learning

The major assertion of this study is that teaching science by inquiry is feasible and desirable. The performance of three groups of 12th grade students (aged 16-17) was compared: Group 1 (n=22) majoring in physics who studied a conventional course; Group 2 (n=52) majoring in biology who studied an inquiry-oriented course; and Group 3 (n=50) who studied the same biology course but, in addition, studied basic concepts of scientific inquiry. Two tasks served as dependent variables; Group 1 had the lowest scores, roughly one standard deviation behind Group 2, Group 2, in turn, lagged 1 standard deviation behind Group 3. It was concluded that explicit instruction of inquiry is advantageous.

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