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ERIC Number: EJ915573
Record Type: Journal
Publication Date: 2011-Mar
Pages: 9
Abstractor: As Provided
Reference Count: 26
ISSN: ISSN-0036-6803
The Relationship of Teacher-Facilitated, Inquiry-Based Instruction to Student Higher-Order Thinking
Marshall, Jeff C.; Horton, Robert M.
School Science and Mathematics, v111 n3 p93-101 Mar 2011
Commissions, studies, and reports continue to call for inquiry-based learning approaches in science and math that challenge students to think critically and deeply. While working with a group of middle school science and math teachers, we conducted more than 100 classroom observations, assessing several attributes of inquiry-based instruction. We sorted the observations into two groups based on whether students both explored underlying concepts before receiving explanations and contributed to the explanations. We found that in both math and science classrooms, when teachers had students both explore concepts before explanations and contribute to the explanations, a higher percent of time was spent on exploration and students were more frequently involved at a higher cognitive level. Further, we found a high positive correlation between the percent of time spent exploring concepts and the cognitive level of the students, and a negative correlation between the percent of time spent explaining concepts and the cognitive level. When we better understand how teachers who are successful in challenging students in higher-order thinking spend their time relative to various components of inquiry-based instruction, then we are better able to develop professional development experiences that help teachers transition to more desired instructional patterns. (Contains 2 tables and 3 figures.)
John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A