The Impact of an Inquiry-Based Science Instructional Method on Student Achievement and Teacher Instruction

• In Event: Inquiry in Practice and in Policy

Abstract

Second-year outcomes from a five-year study to determine the impact of a kit-based inquiry science instructional method. Participating schools in three states and two grade level cohorts (3rd and 6th) were randomly assigned to Immediate Implementation (II) or Delayed Implementation (DI) treatment conditions. The primary research questions for the study address the relationship between teacher professional development on the instructional units, fidelity of implementation of the units, and the impact on student learning and student attitudes towards science. The primary data collection instruments include a measure of student achievement in science, a student attitude questionnaire; a classroom observation tool developed by CREP; unit logs developed by CREP to record kit implementation data from science teachers; and surveys developed by CREP.

Authors

• Todd Zoblotsky, The University of Memphis

• Carolyn R. Ransford-Kaldon, The University of Memphis