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ERIC Number: EJ957602
Record Type: Journal
Publication Date: 2003-Nov
Pages: 6
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0036-6803
Relationships between Inquiry-Based Teaching and Physical Science Standardized Test Scores
Tretter, Thomas R.; Jones, M. Gail
School Science and Mathematics, v103 n7 p345-350 Nov 2003
This exploratory case study investigates relationships between use of an inquiry-based instructional style and student scores on standardized multiple-choice tests. The study takes the form of a case study of physical science classes taught by one of the authors over a span of four school years. The first 2 years were taught using traditional instruction with low levels of inquiry (non-inquiry group), and the last 2 years of classes were taught by inquiry methods. Students' physical science test scores, achievement data, and attendance data were examined and compared across both instructional styles. Results suggest that for this teacher the use of an inquiry-based teaching style did not dramatically alter students' overall achievement, as measured by North Carolina's standardized test in physical science. However, inquiry-based instruction had other positive effects, such as a dramatic improvement in student participation and higher classroom grades earned by students. In additional inquiry-based instruction resulted in more uniform achievement than did traditional instruction, both in classroom measures and in more objective standardized test measures.
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: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina