Return to search

Comparative study of authentic scientific research versus guided inquiry in affecting middle school students' abilities to know and do genetics

This exploratory mixed methods study addressed the types of gains students made
when engaged in one of two forms of inquiry. Gains were measured on three levels:
conceptual understanding, the process of scientific investigation, and use of practical
reasoning skills. One hundred-thirty 8th grade students from a rural public school in East
Texas participated in this study. Classes of students were randomly assigned to one of
two treatment groups: guided inquiry or authentic student research learning. Non
parametric statistical analysis and constant comparative qualitative analysis were used to
triangulate pre-tests and post-tests, student journals, and student drawings to address the
research questions. Findings support greater gains in conceptual understanding of
domain specific content in a highly scaffolded guided inquiry. Further authentic
scientific research learning was more effective for developing understanding of scientific
investigation as a process and application of knowledge through practical reasoning
skills.

Identiferoai:union.ndltd.org:tamu.edu/oai:repository.tamu.edu:1969.1/3808
Date16 August 2006
CreatorsScallon, Jane Metty
ContributorsStuessy, Carol Sue
PublisherTexas A&M University
Source SetsTexas A and M University
Languageen_US
Detected LanguageEnglish
TypeBook, Thesis, Electronic Thesis, text
Format1289550 bytes, electronic, application/pdf, born digital

Page generated in 0.0015 seconds