Inquiry-Based Science Interventions for Middle School Students: A Meta-Analysis of Cognitive, Behavioral, and Affective Outcomes

• In Event: Poster Session 13
  In Poster Session: Investigations of Science Learning

Abstract

Our meta-analysis built on earlier reviews of inquiry science curricula by examining experimental and quasi-experimental investigations. Our analysis of the 15 studies that met our eligibility criteria, revealed seven studies comparing inquiry approaches to traditional approaches, and eight studies comparing different approaches to inquiry. All studies standardized measure of science content, and some also included researcher-developed inquiry skills performance measures. Our analysis revealed significantly greater gains in science content knowledge and performance for students taught using inquiry and scaffolded inquiry. Further we found significant gains for low academic skills students but the high academic skills students were not found to experience a significant gain. The results, implications, and directions for further research will be discussed in our presentation.

Authors

• Louis S. Nadelson, Boise State University

• Susan M. Williams, Metiri Group