Comparative study of authentic scientific research versus guided inquiry in affecting middle school students' abilities to know and do genetics
Year: 2006
Type: dissertation
Study design: Clinical Trial
Abstract: This exploratory mixed methods study addressed the types of gains students made\nwhen engaged in one of two forms of inquiry. Gains were measured on three levels:\nconceptual understanding, the process of scientific investigation, and use of practical\nreasoning skills. One hundred-thirty 8th grade students from a rural public school in East\nTexas participated in this study. Classes of students were randomly assigned to one of\ntwo treatment groups: guided inquiry or authentic student research learning. Non\nparametric statistical analysis and constant comparative qualitative analysis were used to\ntriangulate pre-tests and post-tests, student journals, and student drawings to address the\nresearch questions. Findings support greater gains in conceptual understanding of\ndomain specific content in a highly scaffolded guided inquiry. Further authentic\nscientific research learning was more effective for developing understanding of scientific\ninvestigation as a process and application of knowledge through practical reasoning\nskills.
Author: Jane Metty Scallon
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2791304298