Is Inquiry Possible in Light of Accountability?: A Quantitative Comparison of the Relative Effectiveness of Guided Inquiry and Verification Laboratory Instruction
Is Inquiry Possible in Light of Accountability?: A Quantitative Comparison of the Relative Effectiveness of Guided Inquiry and Verification Laboratory Instruction
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DOI：
10.1002/sce.20390
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发表时间：
2010-07-01
影响因子：
4.3
通讯作者：
Granger, Ellen M.
中科院分区：
文献类型：
--
作者：
Blanchard, Margaret R.;Southerland, Sherry A.;Granger, Ellen M.
在这项定量研究中，我们比较了第二级指导性探究教学与更传统的验证性实验室教学在支持学生在内容、程序和性质方面的标准化知识方面的有效性。我们的样本包括来自12所中学和12所高中理科教师的1700名学生。针对这两个小组的指导包括为期一周的实验室取证单元。对学生进行前测、后测和延时后测，利用学生成绩、教师、学校级别、改良教学观察协议(RTOP)分数和学校的社会经济状况，通过分层线性模型(HLM)对结果进行分析。总体而言，与传统小组的学生相比，参加探究性实验室单元的学生表现出显著更高的后测成绩；如果他们的老师更好地实施探究性方法(以RtoP分数衡量)，那么他们在高中和初中水平上都有更高的分数、更多的成长和长期保持；而且往往比那些通过传统方法学习的学生有更好的结果，无论学校的贫困程度如何。我们的发现表明，通过标准化评估，第二级探究可以成为支持学生学习的一种有效的教学方法。(C)2010年威利期刊公司SCI版94：577-616,2010
In this quantitative study, we compare the efficacy of Level 2, guided inquiry based instruction to more traditional, verification laboratory instruction in supporting student performance on a standardized measure of knowledge of content, procedure, and nature of science. Our sample included 1,700 students placed in the classrooms of 12 middle school and 12 high school science teachers. The instruction for both groups included a week long, laboratory-based, forensics unit. Students were given pre-, post-, and delayed posttests, the results of which were analyzed through a Hierarchical Linear Model (HLM) using students' scores, teacher, level of school, Reformed Teaching Observation Protocol (RTOP) scores, and school socioeconomic status. Overall, compared to students in traditional sections, students who participated in an inquiry-based laboratory unit showed significantly higher posttest scores; had the higher scores, more growth, and long-term retention at both the high school and middle school levels, if their teacher had stronger implementation of inquiry methods (as measured by RTOP scores); and tended to have better outcomes than those who learned through traditional methods, regardless of level of poverty in the school. Our findings suggest that Level 2 inquiry can be an effective teaching approach to support student learning as measured through standardized assessments. (C) 2010 Wiley Periodicals, Inc. Sci Ed 94:577-616, 2010