Student Learning and Inquiry-Based Science Instruction: Testing Effectiveness in a Randomized Trial

• In Event: Poster Session 4
  In Poster Session: Science Curriculum and Instructional Interventions

Abstract

We present preliminary results from a cluster randomized field trial of the Science Writing Heuristic (SWH) inquiry-based instruction with students in grades 3-5 in Iowa. SWH and control students’ results are compared on the Iowa Tests of Basic Skills scores on science content and science inquiry skills and on Cornell Critical Thinking tests. These preliminary results from a randomized trials experiment provide the basis for drawing potentially major implications for inquiry-based science instruction. Statistically significant improvements are shown in critical thinking skills following relatively brief exposure to the SWH approach. These findings also provide policy implications for the interplay between science education and the evidence-based study of how student achievement is affected by structural and classroom-level shifts in instructional approaches.

Authors

• Mack C. Shelley, II, Iowa State University

• Christopher Gonwa-Reeves, Iowa State University

• Joan Baenziger, Iowa State University

• Ashley Seefeld, Iowa State University

• Brian Hand, University of Iowa

• William J. Therrien, University of Iowa