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ERIC Number: EJ896315
Record Type: Journal
Publication Date: 2010-Jul
Pages: 40
Abstractor: As Provided
ISSN: ISSN-0036-8326
Is Inquiry Possible in Light of Accountability?: A Quantitative Comparison of the Relative Effectiveness of Guided Inquiry and Verification Laboratory Instruction
Blanchard, Margaret R.; Southerland, Sherry A.; Osborne, Jason W.; Sampson, Victor D.; Annetta, Leonard A.; Granger, Ellen M.
Science Education, v94 n4 p577-616 Jul 2010
In this quantitative study, we compare the efficacy of Level 2, guided inquiry-based instruction to more traditional, verification laboratory instruction in supporting student performance on a standardized measure of knowledge of content, procedure, and nature of science. Our sample included 1,700 students placed in the classrooms of 12 middle school and 12 high school science teachers. The instruction for both groups included a week long, laboratory-based, forensics unit. Students were given pre-, post-, and delayed posttests, the results of which were analyzed through a Hierarchical Linear Model (HLM) using students' scores, teacher, level of school, Reformed Teaching Observation Protocol (RTOP) scores, and school socioeconomic status. Overall, compared to students in traditional sections, students who participated in an inquiry-based laboratory unit showed significantly higher posttest scores; had the higher scores, more growth, and long-term retention at both the high school and middle school levels, if their teacher had stronger implementation of inquiry methods (as measured by RTOP scores); and tended to have better outcomes than those who learned through traditional methods, regardless of level of poverty in the school. Our findings suggest that Level 2 inquiry can be an effective teaching approach to support student learning as measured through standardized assessments. (Contains 7 tables and 10 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A