Training Master's-Level Graduate Students to Use Inquiry Instruction to Teach Middle-Level and High-School Science Concepts

Autor/inn/en	Gilman, Sharon Larimer; Hitt, Austin M.; Gilman, Craig
Titel	Training Master's-Level Graduate Students to Use Inquiry Instruction to Teach Middle-Level and High-School Science Concepts
Quelle	In: School Science and Mathematics, 115 (2015) 4, S.155-167 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12116
Schlagwörter	Science Instruction; Scientific Concepts; Middle School Students; High School Students; Lesson Plans; Planning; Graduate Students; Student Research; Models; Inquiry; Learner Controlled Instruction; Pretests Posttests; Concept Formation; Knowledge Level; Achievement Gains; Statistical Analysis; Teaching Methods + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Lesson planning; Unterrichtsplanung; Ablaufplanung; Planungsprozess; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentenforschung; Analogiemodell; Concept learning; Begriffsbildung; Wissensbasis; Achievement gain; Leistungssteigerung; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Through the GK-12 program of the National Science Foundation, graduate student fellows in a coastal marine and wetland studies program were trained to present targeted science concepts to middle- and high-school classes through their own research-based lessons. Initially, they were taught to follow the 5-E learning cycle in lesson plan development, but a streamlined approach targeting the three attributes of science concepts--macroscopic, model, and symbolic--was found to be a better approach, while still incorporating key facets of the 5-E model. Evaluation of the level of inquiry in the classrooms was determined using an inquiry scale from 0 to 4, differentiated by the relative number of actions that are student-centered. The graduate fellows consistently delivered lessons at the targeted levels 2 or 3, guided inquiry. In order to assess student learning, the GK-12 fellows were trained to develop single-item pre- and post-assessments designed to probe middle-level and high-school students' understanding of the macroscopic, model, and symbolic attributes of targeted science concepts. For the lessons based on the research of the fellows, about 80% of the students showed statistically and practically significant learning gains. The GK-12 fellows positively impact the classroom and are effective science ambassadors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01