Differentiating between the Different Levels of Inquiry Instruction: Classroom Dynamics That Characterize the Quality of Inquiry Instruction

Autor/inn/en	Alston, Daniel M.; Marshall, Jeff C.; Smart, Julie B.
Titel	Differentiating between the Different Levels of Inquiry Instruction: Classroom Dynamics That Characterize the Quality of Inquiry Instruction
Quelle	In: Science Educator, 27 (2020) 2, S.81-91 (11 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3277
Schlagwörter	Inquiry; Active Learning; Academic Standards; Science Instruction; Learner Engagement; Time on Task; Thinking Skills; Instructional Effectiveness; Educational Quality; Correlation; Scientific Concepts; Discovery Learning; Professional Development; Middle School Teachers; Rural Schools; Classroom Environment + Suchen Sie Ihr Suchwort? Aktives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Zeitaufwand; Denkfähigkeit; Unterrichtserfolg; Quality of education; Bildungsqualität; Korrelation; Entdeckendes Lernen; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Klassenklima; Unterrichtsklima
Abstract	In the United States, reform movements have been a part of the science education community for decades. Inquiry-based instruction has a long history in reform documents and while it is not explicitly used in the Next Generation Science Standards (NGSS), the underlying tenants of this instructional strategy are still evident. Thus, inquiry-based instruction remains a strategy that science teachers can use to address the expectations set forth in the NGSS. Therefore, it is crucial that researchers provide science teachers with information concerning the characteristics their inquiry-based lessons should exhibit. This study utilized 5 years of data collected on inquiry-based lessons to search for distinctive patterns between pre-inquiry, developing, and proficient and above inquiry-based lessons. Specifically, we were seeking to describe these patterns in terms of the amount of time spent in the different components of inquiry and levels of student cognitive engagement. We ran ANOVAs with corresponding post hoc tests to determine if distinct patterns existed. Results showed that pre-inquiry lessons spent significantly less time: (1) allowing students to display higher-order cognitive engagement and (2) utilizing the engage and explore components of inquiry-based instruction than did developing and proficient/above lessons. Additionally, pre-inquiry lessons spent significantly more class time in non-inquiry tasks, such as checking homework and engaging students in rote memorization activities, and in the explanation component of inquiry-based teaching. Results also showed that developing and proficient/above inquiry-based lessons displayed significant difference in regards to the amount of time spent engaging students in higher-order thinking skills. Implications of these findings speak to at least proficient inquiry instruction being a viable instructional strategy to accomplish the goals set forth in the NGSS. (As Provided).
Anmerkungen	National Science Education Leadership Association. P.O. Box 3406, Englewood, CO 80155. Tel: 720-250-9583; Fax: 303-200-7099; Web site: https://www.nsela.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01