Fostering Elementary Students’ Understanding of Scientific Inquiry: Leveraging Informal Settings and Digital Technology

• In Event: Science Inquiry for Teaching and Learning

Abstract

The research question examined in this study was: Is engagement in a digitally supported scientific inquiry-oriented curriculum that scaffolds student knowledge in the classroom and at a nature museum effective in fostering elementary students’ views of scientific inquiry? One hundred and twenty-five fourth and fifth grade students were engaged in a multi-week standards-based, technology integrated curriculum focused on the nature of science and scientific inquiry while conducting scientific inquiry through data collection at a wildlife museum. Data were collected before and after instruction using the Views of Scientific Inquiry-Elementary version. Data analysis suggests that engagement in the curriculum fostered statistically significant, although modest, shifts in students’ understanding of scientific inquiry. Implications for future curricular interventions for elementary students are discussed.

Authors

• Jennifer Schellinger, The Florida State University

• Anne Mendenhall, University of Nevada - Las Vegas

• Sherry A. Southerland, Florida State University

• Nicole Alemann, Florida State University

• Victor Dale Sampson, The University of Texas - Austin

• Paul Marty, Florida State University