Comparing an inquiry-based approach known as the science writing heuristic to traditional science teaching practices: Are there differences?
Comparing an inquiry-based approach known as the science writing heuristic to traditional science teaching practices: Are there differences?
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DOI：
10.1080/09500690601075629
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发表时间：
2007-11-05
影响因子：
2.3
通讯作者：
Hand, Brian
中科院分区：
文献类型：
--
作者：
Akkus, Recai;Gunel, Murat;Hand, Brian
许多州和联邦政府在《国家科学教育标准》等文件中规定，探究策略应该是学校课堂科学教学的重点。成功的困难部分是改变教师的做法，从传统的教学方式，以更多的探究为基础的方法。人们经常对这些传统战略的有效性提出质疑。本研究的目的是比较的有效性，以探究为基础的方法被称为科学写作启发式的方法作为一种治疗传统的教学实践对学生的测试后的成绩与学生的成绩水平和教师的实施方法。本研究采用混合研究方法，对教师观察数据和学生测试结果进行分析。本研究的主要结果是，实施的质量确实对学生的成绩有影响，后测试成绩和高质量的实施科学写作启发式方法有显着的优势，在科学课堂上缩小成绩差距。
Many state and federal governments have mandated in such documents as the National Science Education Standards that inquiry strategies should be the focus of the teaching of science within school classrooms. The difficult part for success is changing teacher practices from perceived traditional ways of teaching to more inquiry-based approaches. Arguments are often made about the effectiveness of these traditional strategies. The purpose of this study was to compare the effectiveness of the inquiry-based approach known as the Science Writing Heuristic approach as a treatment to traditional teaching practices on students' post-test scores in relation to students' achievement level and teacher's implementation of the approach. A mixed-method research approach was used to analyze the teacher observational data and students' test results. The major findings of this study are that the quality of the implementation does have an impact on student performance on post-test scores and that high-quality implementation of the Science Writing Heuristic approach has significant advantages in closing the achievement gap within science classrooms.