Inquiry‐Related Tasks in High School Science Laboratory Handbooks

Abstract

While early approaches to curriculum evaluation focused upon student cognitive growth as the primary criterion of success or failure, more recently educators have recognized the importance of a number of other criteria. What are the effects of the curriculum upon student attitude, cognitive preference, and intellectual development? What are the effects of the curriculum upon the development of problem-solving skills and upon interpersonal communication skills? Some researchers now examine classroom transactions in attempting to assess the effects of curricula on a broader array of student outcomes. A third powerful and more economical approach to curriculum evaluation is content analysis. While analysis of the content of curriculum materials does not provide direct data on student growth, it does enable the researcher to ascertain the relationship between the actual materials and the stated goals of the curriculum developers and others. The purpose of this paper is to review and compare the results of content analysis studies of laboratory handbooks of selected high school science curricula. Brief comments are offered on implications of the reviewer's findings.Hurd (1 969) observed that in the laboratories (1 940-1960) "freedom to explore was replaced by specific directions on what to observe, measurements were frequently reported as data or as conclusions, and there was always the 'right' answer to the experiment." The developers of "new" science curricula in the 1960's appeared to be united in their conviction that the major function of the laboratory was to convey the method and spirit of scientific inquiry, to provide students with opportunities to investigate, to inquire and to find things out by themselves. This emphasis is in marked contrast to using the laboratory primarily as a place to illustrate, demonstrate, and verify known concepts and laws.

Analysis of New Zambian High School Physics Syllabus and Practical Examinations for Levels of Inquiry and Inquiry Skills

“…The inquiry levels in the physics practical examinations were restricted to structured and confirmation inquiry levels, with the former dominating. To a large extent the findings in this study are similar to those reported in previous studies that examined science textbooks and laboratory manuals (Tamir & Luneta, 1981;Staver & Bay, 1987;Pizzin, Shepardson, & Abell, 1991) and laboratory manuals (Friedler & Tamir, 1986;Germann, Haskins & Auls, 1996;Staer, Goodrum & Hackling, 1998). However, there is some consistency in the coverage of inquiry skills in the syllabus and practical examinations.…”

“…For example, in Israel, Tamir and Luneta (1981) analyzed high school science textbooks and found that the activities in the textbooks lacked opportunities for students to investigate and inquire. In another study of curriculum materials used in Israel, Friedler and Tamir (1986) analyzed high school science laboratory manuals and classroom observations and found that most activities were at lower levels of inquiry.…”

“…The physics syllabus and practical examination papers were further analyzed for inquiry skills using a modified Laboratory Structure and Task Inventory (Tamir & Luneta, 1981). The original Laboratory Structure and Task Inventory have two main sections: (a) Laboratory organization with 14 categories in four sub-sections and (b) Laboratory tasks with 24 inquiry skills statements in four inquiry task sections.…”

“…To date, the new national physics syllabus and practical examinations have undergone seven cycles of implementation since their introduction in high schools. However, these new curriculum materials have not been evaluated for the four inquiry levels Confirmation, Structured, Guided and Open (Tafoya, Sunal & Knecht, 1980) and inquiry skills (Tamir & Luneta, 1981) that are emphasized in science education. This lack of evaluation of the new Zambian physics syllabus and practical examinations for inquiry levels and skills was the main justification for this study.…”

Develop Scientific Inquiry Integrating into Project Practice Teaching of Innovative Curriculum for Vocational High School

“…Except observation, it was an effective method to refer to students' routine. In addition, Krajcik, Czerniak & Berger thought that achievement of Science Project inquiry could demonstrate students' leanings; it could be used for assessment [28]- [30].…”