Impacts of an Inquiry-Based Learning Approach to Teaching Science: Implications for Policy

• In Event: Inquiry in Practice and in Policy

Abstract

The impact of a new inquiry based approach to teaching science, the Science Writing Heuristic (SWH), is examined in a cluster-randomized trial. This approach combines inquiry with language, argumentation, and writing. A multi-level model is used to examine the impact on science, reading, and math standardized test scores. Significant gains are seen in all three subjects despite the intervention’s focus on science. This suggests that the skills taught through this approach are not subject specific and students are able to transfer these skills across subjects. At a time when there is a call for school teaching reform and budgetary constraints, the SWH approach improves student scores with negligible required additional time or monetary cost.

Authors

• Luke Fostvedt, Iowa State University

• Mack C. Shelley, II, Iowa State University

• Brian Hand, University of Iowa

• Marcia R Laugerman, University of Iowa

• William J. Therrien, University of Iowa