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ERIC Number: EJ913121
Record Type: Journal
Publication Date: 2011-Feb
Pages: 15
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-1059-0145
Urban Middle School Students' Perceptions of the Value and Difficulty of Inquiry
Sandoval, William A.; Harven, Aletha M.
Journal of Science Education and Technology, v20 n1 p95-109 Feb 2011
Following their participation in a guided-inquiry unit, 129 seventh-graders from five diverse urban middle schools were asked about their perceptions of specific inquiry tasks, from an expectancy-value framework. Students were asked to rate the interest value, utility value, and task difficulty of (a) data collection design; (b) explanation; (c) data analysis; and (d) citing evidence for claims. The utility of all tasks was rated highly, while interest ratings were moderate. Students perceived these tasks as moderately different from their usual work, and not especially difficult. No gender differences were found in students' ratings. Investigation tasks were rated as more interesting and useful than argumentation tasks. Students from lower SES schools found all tasks more useful and interesting than their peers in higher SES schools. Students' justifications for their ratings suggest they valued the utility of knowing how to back up their ideas with evidence. (Contains 4 tables and 1 figure.)
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A