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Laboratory Use of Inquiry-Based Lear...

Hennighan, Kaitlin A.

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Laboratory Use of Inquiry-Based Learning vs. Direct Instruction.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Laboratory Use of Inquiry-Based Learning vs. Direct Instruction./
Author:	Hennighan, Kaitlin A.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	43 p.
Notes:	Source: Masters Abstracts International, Volume: 81-10.
Contained By:	Masters Abstracts International81-10.
Subject:	Middle school education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27832428
ISBN:	9798607302511

Laboratory Use of Inquiry-Based Learning vs. Direct Instruction.
Hennighan, Kaitlin A.

Laboratory Use of Inquiry-Based Learning vs. Direct Instruction. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 43 p.

Source: Masters Abstracts International, Volume: 81-10.

Thesis (M.A.C.I.)--Caldwell University, 2020.

This item must not be sold to any third party vendors.

For students to internalize science content, they must be given opportunities to interact with it and conduct research as scientists would in the field (Next Generation Science Standards, 2013). Based on laboratory report scores, where students were either incorrectly answering content questions or the answers lacked evidence to support what they observed, this teacher researcher realized additional methodologies needed to be introduced to make learning more student-centered. She decided to implement direct instruction (DI) along with inquiry-based learning to support student understanding and increase motivation. Additionally, this teacher researcher collected data in the form of Likert scale surveys, open-ended questionnaires, and rubrics assessing laboratory experiments to measure these criteria. Therefore, the purpose of this study was to determine the ways in which lab experiences affected student understanding using DI and inquiry-based learning. After implementing the study and a data analysis, it was found that students perceived that they were able to respond to the lab questions in more detail with DI. Furthermore, most students felt more confident in their learning with DI as opposed to inquiry-based instruction. However, student lab scores were slightly higher when the inquiry-based methodology was implemented. While students preferred DI, they performed better on lab conclusion questions by providing more evidence and reasoning, when inquiry-based teaching was implemented.

ISBN: 9798607302511Subjects--Topical Terms:

969762
Middle school education.
Subjects--Index Terms:

Direct instruction

Laboratory Use of Inquiry-Based Learning vs. Direct Instruction.
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500 $a Source: Masters Abstracts International, Volume: 81-10.
500 $a Advisor: Jasmine, Joanne.
502 $a Thesis (M.A.C.I.)--Caldwell University, 2020.
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520 $a For students to internalize science content, they must be given opportunities to interact with it and conduct research as scientists would in the field (Next Generation Science Standards, 2013). Based on laboratory report scores, where students were either incorrectly answering content questions or the answers lacked evidence to support what they observed, this teacher researcher realized additional methodologies needed to be introduced to make learning more student-centered. She decided to implement direct instruction (DI) along with inquiry-based learning to support student understanding and increase motivation. Additionally, this teacher researcher collected data in the form of Likert scale surveys, open-ended questionnaires, and rubrics assessing laboratory experiments to measure these criteria. Therefore, the purpose of this study was to determine the ways in which lab experiences affected student understanding using DI and inquiry-based learning. After implementing the study and a data analysis, it was found that students perceived that they were able to respond to the lab questions in more detail with DI. Furthermore, most students felt more confident in their learning with DI as opposed to inquiry-based instruction. However, student lab scores were slightly higher when the inquiry-based methodology was implemented. While students preferred DI, they performed better on lab conclusion questions by providing more evidence and reasoning, when inquiry-based teaching was implemented.
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