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ERIC Number: ED003700
Record Type: RIE
Publication Date: 1965
Pages: 136
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
EFFECTS OF INQUIRY TRAINING IN PHYSICAL SCIENCE ON CREATIVITY AND COGNITIVE STYLES OF ELEMENTARY SCHOOL CHILDREN.
SCOTT, NORVAL C., JR.; SIGEL, I.E.
AN INQUIRY (SPECIFIC DISCOVERY) APPROACH TO LEARNING WAS SUBJECTED TO A RIGOROUS TEST AND EVALUATION PROGRAM, INVOLVING ELEMENTARY INSTRUCTION IN THE PHYSICAL SCIENCES. STUDENTS IN THE FOURTH, FIFTH, AND SIXTH GRADES SERVED AS SUBJECTS. EVALUATIVE CRITERIA WERE (1) SCIENCE CONCEPT ACHIEVEMENT, (2) DIVERGENT THINKING OR CREATIVITY, AND (3) COGNITIVE STYLES. IN ADDITION, EFFORTS WERE MADE TO DETECT SEX DIFFERENCES AND COGNITIVE DEVELOPMENTAL TRENDS. A MATCHED CONTROL GROUP OF STUDENTS TAUGHT BY CONVENTIONAL METHODS SERVED FOR COMPARISON. ONLY IN THE COGNITIVE STYLE TASKS DID THE INQUIRY APPROACH SHOW SIGNIFICANT EFFECTS ON CONCEPTUAL ACTIVITIES. THE INQUIRY PROCESS APPEARED GENERALLY TO ENCOURAGE AND DEVELOP AN EXPLORATORY ATTITUDE ON THE PART OF THE INDIVIDUAL LEARNER WHICH LED HIM BEYOND BASIC, OVERT PERCEPTION. INQUIRY GROUPS IN GRADE 5 ACHIEVED SCIENCE CONCEPTS BETTER THAN CHILDREN TAUGHT BY CONVENTIONAL MEANS, BUT THE TWO GROUPS IN OTHER GRADES SHOWED LITTLE DIFFERENCE IN SCIENCE CONCEPT ACHIEVEMENT. LITTLE DIFFERENCE IN CREATIVE THINKING WAS EVIDENCED BUT THE INQUIRY CHILDREN WERE MORE FLEXIBLE IN THEIR CLASSIFICATION BEHAVIOR AND MORE ATTENTIVE TO DETAIL IN PROBLEM SITUATIONS. OVERALL IN THE THREE GRADES BOYS SHOWED GREATER VARIABILITY THAN GIRLS IN THEIR ATTENTION TO DETAIL AND USE OF CLASSIFYING LABELS. (JH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Merrill-Palmer Inst., Detroit, MI.
Identifiers: MICHIGAN; Michigan (Detroit)