"Hands-On" and "Inquiry"? How Do the Next Generation Science Standards Address This Issue?

• In Event: Poster Session 5
  In Poster Session: Science Teaching and Learning SIG Poster Session

Abstract

A recent discussion on science teaching has been focusing on whether it is necessary to withhold answers from learners and whether learners learn science content better through scientific practices. The NGSS addressed none of these questions. Responding to this need, the present study examined students’ learning of energy-related science content in hands-on inquiry (withholding + manipulation) in comparison to direct instruction (no withholding + no manipulation) and explicit hands-on (no withholding + manipulation). Results showed that participants in hands-on inquiry performed significantly worse in retrieving content and reasoning with the content to solve problems. Differently, students’ ability to apply such content to real-life situations did not showed a significant difference. This study raised questions for the NGSS to answer.

Author

• Lin Zhang, Providence College