ERIC Number: ED444832
Record Type: RIE
Publication Date: 1999-Mar
Reference Count: N/A
Developmental Measures as Evaluation Tools for Inquiry-Based Science Programs.
This paper discusses the traditional lecture-based instruction method. Strong experimental evidence suggests that social context affects knowledge construction and depends on prior knowledge. Engagement in the inquiry process using constructivist viewpoints can make the characteristics of science, scientific knowledge, and scientific method easy to understand. This study involves first semester college students (n=90) and compares students whose science programs are project-based and inquiry-oriented to students in traditional science programs. Data collection included Likert scale surveys, and results are presented in three categories: (1) students' epistemology in science; (2) students' methods of justifying decisions; and (3) students' attitudes towards and agency in science. (Contains 11 references.) (YDS)
Descriptors: Constructivism (Learning), Epistemology, Higher Education, Inquiry, Lecture Method, Science Instruction, Scientific Methodology, Scientific Principles
For full text: http://www.narst.org/.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Boston, MA, March 28-31, 1999).