Transcript Inquiry in the Science Classroom:

Inquiry in the Science
Classroom:
The E2020 Program
Weaver Group
Jason L. Steward
“Learning science is
something that students do,
not something that is done to
them.”
(NRC, 1996)
Inquiry
Inquiry-based learning in the science
classroom takes advantage of students’
innate curiosity
Students are encouraged to devise their
own experiments to test their scientific
questions
 Students are given chances to refine and
repeat their experiments
Elements of Inquiry
Observation
Questioning
Experimental Design
Data Collection
Data Analysis
Repeating
Reporting/Peer Review
Research Goals
 Devise instruments to quantify level of inquiry
used in the classroom
 Determine effectiveness of inquiry-based
methods on student learning, interest, and
motivation
 Explore the effect of inquiry-based teaching
methods on teacher/student attitudes
 Identify possible barriers to the implementation
of inquiry-based methods in the classroom
 The utilization of both quantitative and
qualitative methods in data collection
Background of the E2020
Program
Teachers working with scientists
Teachers are paired with experienced
researchers from universities.
First-hand experience in laboratories to
see scientific inquiry in action.
Teachers are able to see how the process of
inquiry is initiated and carried-out in the real
world.
Experiments with researcher-mentors
carried out over a six-week period.
Summer Workshop
Workshops are used to
further explore the use
of inquiry in the
classroom.
Teachers receive
assistance on how to
implement their ideas
in the classroom.
Implementation in the classroom
 Teachers and students work on project
throughout school year
Inquiry is not a one-time learning experience; it is an
ongoing process
 Project can be related to the authentic research
done during summer
 Project based on students’ questions
Students should have ownership of the scientific
questions to give context and make data collection more
relevant (Moss, Abrams, and Kull).
Assessment Goals
Within the domain of inquiry-based
education, categorize teachers based on
the “amount” of inquiry used in the
classroom.
Correlate student outcomes within teacher
categories.
Attitude/Interest
Understanding of the scientific process
Variable manipulation within experimentation
Preliminary Assessment Trends
2001-2002 group
Attitude
 Correlation of post-year student attitude scores
(Likert scale) vs. teacher scores (frequency of
activities the students observed in the classroom
throughout the year)
“I like to figure out tough problems without anybody
else’s help” (r =.986, p=.014)
“I will sometimes do more work than is required in
science just because it is interesting” (r =.920, p=.080)
“What I learn in my science class is useful in everyday
life” (r =.909, p=.091)
“Computers are useful in my science class” (r =.938,
p=.062)
Preliminary Assessment Trends
2001-2002 group
 Paired T-test on pretest and posttest attitude
scores (Likert scale).
 Posttests showed an increase in means for the
following statements:
“I enjoy science” (p=.003)
“I will sometimes do more work than is required in
science just because it is interesting” (p=.084)
“What I learn in my science class is useful in everyday
life” (p=.012)
“It is important to me to do well in science class
(p=.033)
Future Research
E2020
2002-2003 group data will be analyzed to
detect trends
Teacher interviews in April/May 2003
Inquiry
Study the utilization and occurrence of inquiry
at the undergraduate and graduate levels