Effect of instruction supplied with the investigative‐oriented laboratory approach on achievement in a science course

Ertepınar, Hamide; Geban, Ömer

doi:10.1080/0013188960380306

Cited by 45 publications

(22 citation statements)

References 20 publications

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“…It can further be suggested that the science process skills emphasized in this study might have assisted the experimental groups to perform better in chemistry than the control groups. Studies carried out by Khan et al (2011);Opara (2011);Wambugu & Changeiywo (2008);Alexander (2001); Mao & Chang (1998) and Ertepinar & Geban (1996) showed that inquiry-based teaching approaches enhanced students' achievement in science subjects, which are in agreement with the findings of this study. Mandor (2002) and Ibe (2004) research findings were also in agreement with the findings of this study by indicating that active participation of the students in science lessons contributed to effective learning.…”

Section: Discussionsupporting

confidence: 83%

The Effect of Science Process Skills Teaching Approach on Secondary School Students’ Achievement in Chemistry in Nyando District, Kenya

Abungu¹,

Okere²,

Wachanga³

2014

JESR

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Section: Discussionsupporting

confidence: 83%

The Effect of Science Process Skills Teaching Approach on Secondary School Students’ Achievement in Chemistry in Nyando District, Kenya

Abungu¹,

Okere²,

Wachanga³

2014

JESR

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“…Also Ertepmar and Geban [20] described students in an investigative-group as higher scoring regarding knowledge and comprehension levels than students of a worksheet-group; both authors concluded that problem solving requires more than only the knowledge of facts, since it also requires knowledge about the way information is represented and organized. They argue, furthermore, that the acquisition of concepts is enhanced when students have the opportunity to practice hands-on investigative activities.…”

Section: Mechanisms Underlying Improved Learning Throughmentioning

confidence: 99%

Effects of Students’ Effort Scores in a Structured Inquiry Unit on Long-Term Recall Abilities of Content Knowledge

Schmid

Bogner

2015

Education Research International

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The influence of students' investment and perception during participation in structured inquiry-based learning on their longterm retention was analyzed to gain more insights into the underlying reasons for long-term retention through structured inquiry learning. Therefore achievement was correlated to effort, lesson rating and perceived competence for learning (PCL), and subject grades. 126 ninth graders participating in a structured inquiry-based interdisciplinary Biology and Physics module were analyzed. Students' knowledge was even measured four times: 2 weeks before, directly after, and six and 12 weeks after module participation. Effort, usefulness, and PCL were observed once, directly after module participation. The invested effort during the lesson correlated positively with the knowledge score measured six weeks and twelve weeks after the lesson. Thus, high effort individuals achieved high knowledge scores at the medium and the long-term measurement. Therefore, effort is a variable that seems to be linked to long-term achievement. Furthermore, Biology and Physics grades reflected individual abilities to acquire long-term knowledge, while a high preknowledge level did not. This result indicates learning strategies as possible core concept underlying individual achievement levels.

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“…While investigations into the effectiveness of inquiry as an instructional strategy have shown promise for increasing students' understanding of science (Chang and Mao 1999;Ertepinar and Geban 1996;Hakkarainen 2003), the nature of science (Schwartz et al 2004), and increasing students' interest and attitudes toward science (Cavallo and Laubach 2001;Chang and Mao 1999;Paris et al 1998), there remains debates, as well as problems of enactment. One example of the debates that can be found emerge as Settlage (2007) Johnston (2008) challenges these ideas in a response to Settlage (2007) as he argues that Settlage seemed to neglect that inquiry is not simply a teaching tool, but a teaching goal… It is a scientific endeavor in itself, allowing students to be themselves within a culture of scientific inquiry… The processes embraced by science that allow us to extract explanation from evidence are paramount to a citizen's understanding of science… Alas, in an era of highstakes testing in which much of science is stripped of its inquiry processes in favor of content factoids, it must be our obligation to make open inquiry a learning objective in our classrooms.…”

Section: Inquiry As An Instructional Strategymentioning

confidence: 99%

Model Based Inquiry in the High School Physics Classroom: An Exploratory Study of Implementation and Outcomes

2010

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This study considers whether Model Based Inquiry (MBI) is a suitable mechanism for facilitating science as inquiry to allow students to develop deep understandings of difficult concepts, while also gaining better understandings of science process and the nature of science. This manuscript also considers time devoted to MBI in comparison to more traditional demonstration and lecture (TDL) teaching methods, while also revealing the MBI strategy implemented in the physics classroom. Pre-, post-, and delayed-revised versions of the Physics, Attitudes, Skills, and Knowledge Survey (PASKS) were administered to two groups of students, those taught a unit on buoyancy with a TDL instructional strategy (n = 26) and those taught the same buoyancy unit, but with the MBI instructional strategy (n = 28). The PASKS focuses on student achievement in terms of science content, science process/reasoning, nature of science, and student attitude toward science. Through quantitative methods the findings revealed statistical differences when considering the pre-, post-, and delayed-measures with significant differences found overall and on each scale. This indicated improved achievement overall and on each scale with the exception of attitude scale for both groups. Additionally, the findings revealed no statistical differences between groups (i.e., TDL & MBI).Keywords Model-based inquiry Á Physics Á Traditional lecture and demonstrations Á Student science outcome measures

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Effect of instruction supplied with the investigative‐oriented laboratory approach on achievement in a science course

Cited by 45 publications

References 20 publications

The Effect of Science Process Skills Teaching Approach on Secondary School Students’ Achievement in Chemistry in Nyando District, Kenya

The Effect of Science Process Skills Teaching Approach on Secondary School Students’ Achievement in Chemistry in Nyando District, Kenya

Effects of Students’ Effort Scores in a Structured Inquiry Unit on Long-Term Recall Abilities of Content Knowledge

Model Based Inquiry in the High School Physics Classroom: An Exploratory Study of Implementation and Outcomes

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