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ERIC Number: EJ866570
Record Type: Journal
Publication Date: 2009-May
Pages: 12
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-0950-0693
The Interplay of the Classroom Learning Environment and Inquiry-Based Activities
Lin, Huann-shyang; Hong, Zuway-R; Cheng, Ying-Yao
International Journal of Science Education, v31 n8 p1013-1024 May 2009
This quasi-experimental study investigates how the classroom learning environment changed after inquiry-based activities were introduced and student questioning was encouraged. Three science teachers and three classes of fifth graders (n = 92) participated in this study. The analysis of covariance reveals that although the experimental group students perceived that their teacher's support was significantly lower than that for the comparison group did (p less than 0.05), they were significantly more involved in learning (p less than 0.05) than their counterparts. Classroom observations of student questioning and inquiry activities revealed that those students with high quality levels in asking or responding to questions outperformed their counterparts in the inquiry ability of designing experimental procedures. (Contains 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A