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The effects of inquiry-based science teaching on elementary school students' science process skills and science attitudes
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TLDR
In this article, a study was conducted to determine Turkish elementary school students' level of success on science process skills and science attitudes and if there were statistically significant differences in their success degree and science attitude depending to their grade level and teaching method.Abstract:
The purpose of this study was to determine Turkish elemen- tary school students' level of success on science process skills and science attitudes and if there were statistically significant differences in their success degree and science attitudes depending to their grade level and teaching method. The total 241 students comprised of 122 males, 119 females. For this purpose, a pretest-post test control group and experimental group design was used. The data were collected through using Basic Science Process Skill Test and Inte- grated Science Process Skill Test and Science Attitude Scale. Study was con- ducted during the two semesters. Results of the study showed that use of in- quiry based teaching methods significantly enhances students' science process skills and attitudes.read more
Citations
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Journal ArticleDOI
Research evidence on the benefits of IBL
Regina Bruder,Anne Prescott +1 more
TL;DR: The current state of knowledge of empirical studies in the broader sense dealing with inquiry-based learning (IBL) of mathematics and science subjects in schools and universities is described in this article, where the advantages, disadvantages and effects on relevant outcomes that students can achieve in IBL classrooms are discussed from the aspect of further developing teaching quality.
Journal ArticleDOI
The Effect of Guided Inquiry Learning and Cognitive Style on Science Learning Achievement.
TL;DR: In this article, the effect of interaction between guided inquiry learning and cognitive style on students' science learning achievement was analyzed with the fifth grade students in Singaraja City, India.
Journal ArticleDOI
Difference among Levels of Inquiry: Process Skills Improvement at Senior High School in Indonesia
Tuti Hardianti,Heru Kuswanto +1 more
TL;DR: In this article, the authors conducted a quasi-experimental study using the pretestposttest non-equivalent control group research design to discover the difference in effectiveness among levels 2, 3, and 4 of inquiry learning in improving students' process skills.
An Anatomy of Science Process Skills In The Light Of The Challenges to Realize Science Instruction Leading To Global Excellence in Education
TL;DR: In this world of knowledge explosion, it is very difficult for education plann ers and teachers to keep in pace with the expanding knowledge as mentioned in this paper, so, right from the elementary school, students should be taught "how to know" rather than "what to know".
Journal Article
Effect of Scientific Argumentation on the Development of Scientific Process Skills in the Context of Teaching Chemistry.
Nejla Gultepe,Ziya Kilic +1 more
TL;DR: In this article, a study was conducted in order to determine the differences in integrated scientific process skills (designing experiments, forming data tables, drawing graphs, graph interpretation, determining the variables and hypothesizing, changing and controlling variables) of students (n = 17) who were taught with an approach based on scientific argumentation and of students with a traditional teaching approach in Grade 11 chemistry.
References
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Journal ArticleDOI
The Laboratory in Science Education: Foundations for the Twenty-First Century
Avi Hofstein,Vincent N. Lunetta +1 more
TL;DR: Hofstein and Lunetta as mentioned in this paper conducted a review of the research on the school science laboratory and found that the laboratory has a central and distinctive role in science education, and science educators have suggested that rich benefits in learning accrue from using laboratory activities.
Journal ArticleDOI
Inquiry-based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002
TL;DR: The Inquiry Synthesis Project (ISP) as discussed by the authors was created to synthesize findings from research conducted between 1984 and 2002 to address the research question, What is the impact of inquiry science instruction on K-12 student outcomes? The timeframe of 1984 to 2002 was selected to continue a line of synthesis work last completed in 1983 by Bredderman et al.
Journal ArticleDOI
Reforming Science Teaching: What Research says about Inquiry*
TL;DR: The National Science Education Standards (NSES) as mentioned in this paper are a set of standards for science education in the U.S. They have a long history of being used as descriptors of good science teaching and learning.
Journal ArticleDOI
Co-Constructing Inquiry-based Science with Teachers: Essential Research for Lasting Reform.
Carolyn W. Keys,Lynn A. Bryan +1 more
TL;DR: In this paper, the authors argue that more research is needed in the areas of teachers' beliefs, knowledge, and practices of inquiry-based science, as well as, student learning.
Journal ArticleDOI
Effects of Inquiry-Based Learning on Students' Science Literacy Skills and Confidence.
TL;DR: This paper found that science literacy and research skills were improved by using inquiry lab instruction and that students gained self-confidence in scientific abilities, but traditional students' gain was greater, likely indicating that the traditional curriculum promoted over-confidence.
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