Inquiry Training Research Articles

Scientific inquiry training for high school students: Experimental evaluation of a model program

Scientific inquiry training for high school students: Experimental evaluation of a model program

A Comparison of Guided Discovery, Discovery and Didactic Teaching of Math to Kindergarten Poverty Children

A number of recent innovations in curriculum have at their philosophical-psychological base an emphasis on the students' use of inductive procedures. Suchman's (1961) inquiry training, Dewey's (1910) problem solving, and Gagne's (1961) process goals similarly emphasize the child's development of heuristics to solve problems rather than his acquisition of knowledge through memorization. Bruner's (1961) statement placed the emphasis on discovery learning iThis paper is based on studies supported by the Ford Foundation. Appreciation is given to Martha S. Abbott, Polly Stark, Sylvia Bullock, and Dennis Hoban for their assistance in this study. 2This research was conducted while Sally Sibley was a Research Training Fellow with the Duke University Center for the Study of Aging and Human Development (Grant STO1HDOO164 from NICHHD).

The Effectiveness of the BSCS Single Topic Films

In science education, there seems to be a high degree of consensus for greater emphasis on teaching of critical thinking and problem-solving through discovery learning or inquiry training. There is less consensus concerning the methodology for doing this. Many educators today have found valid reason to criticize the new science curricula materials on the grounds that there is no experimental evidence to substantiate the many claims which each particular program infers to effectiveness in teaching inquiry. The answer sought to assess the usefulness of one such set of materials, the BSCS Single Topic Film Loops in teaching this process to students, although roughly defined to include almost every factor in the structure of intellect, this research is limited to one of the more important sub-processes of inquiry-construction of relevant hypotheses. In most instances of inquiry, only one sub-process precedes hypothesis construction, that is, the observed discrepant event which focused the student's attention on the problem. Hypotheses are temporarily accepted explanations of phenomena, or probable solutions to problems. They provide a preview of what the results of an investigation may be and an opportunity to subject the design to the rules of formal logic. It is here that the science teacher is presented with the opportunity to identify inconsistencies in thinking and suggest increased efficiency in the design of experiments. However, the successful teaching of science through hypotheses construction demands from the teacher a skill and knowledge of planned activities which present problems and phenomena requiring student participation in hypotheses formulation. The BSCS Single Topic Films presented on Super 8mm loops, are focused on initiating student participation in hypotheses construction. These are short (four minute), silent films which present a biological phenomenon designed to encourage inquiry by posing problems, raising questions, and presenting experimental data to challenge the interpretative ability of the student. Students are asked by the teacher to formulate relevant hypotheses concerning the phenomenon presented and accept, reject, or revise these hypotheses upon the basis of additional visual data.

Inquiry training, programmed instruction, and medical education

Inquiry training, programmed instruction, and medical education

Inquiry training and problem solving in elementary school children

AbstractAn experiment designed to determine whether children can benefit from directed instruction in the strategies of problem solving.

Inquiry Training in a Biology and Research Program*

Inquiry Training in a Biology and Research Program*

Inquiry Training in the School's Science Laboratories*

Inquiry training and critical thinking, as goals of science education in secondary schools, have long been held as goals worth achieving. But, like the weather, they have been more talked-about than doneabout! Part of this stems from the fact that teachers who like to teach also like to talk. Floyd (1960) indicates with primary teachers that about 95% of all talking is done during class by the teacher. It is probable that this is equalled in secondary school classrooms. Suchman^s work (1962) rather leads the present writer to believe that, by Grade 3, children no longer ask the questions to which they want to know the answers, but find it advantageous from the standpoint of good grades to ask questions to which the teacher knows the answer; Suchman^s finding that several weeks of individual work with children to learn again how to ask crucial questions to find answers that they want to know, when these children reach Grade 6, makes one wonder if the usual junior and senior high school student without such training ever does learn (or should I say re-learn) the skill he had so well at Grade 1 level. Questioning is at the basis of inquiry, whether it is Inquiry as Content or Inquiry as Technique. Certainly, much can be gained from organizing content, step by step, so that the student sees the crucial experiments which, with Platt^s ^strong inference55 (1964) have led to our present state of knowledge. But today we are more concerned with that facet of Inquiry as Technique by which, with the proper organization of laboratory experiences, the student actually learns (though it be slow and laborious) the ways of the scientist in inquiry process. This means learning how to inquire by actually doing his sciencing in the laboratory as inquiry. Beginning at puberty, the Basal Metabolic Rate drops from that of early childhood to that of normal adults, and as Piaget has shown in many of his 48 books, with this change comes a shift from concrete operations to the newly discovered logical operations of adulthood. One is tempted to believe that only at lower metabolic rates do those synaptic electrochemical conditions exist which permit logical inference. Whatever the physiological chemistry involved, the secondary school science teacher can capitalize on the condition whereby students suddenly want to know ^why77 as well as how.75 This is the

The Illinois studies in inquiry training

AbstractSuchman describes the Illinois Studies in Inquiry Training Project at the University of Illinois. Three conditions facilitating inquiry in classroom settings are identified: a focus for attention, freedom, and a responsive environment. The elaboration of these conditions and the shift in motivation which results from creating them are discussed. Examples of the inquiry training process are presented. A pilot study is reported wherein it was discovered that children who rated high on cognitive control, impulsivity, and autonomy were more effective inquirers than children who were low on any of these three factors.

A New Clue to Transfer of Training

Previous articleNext article No AccessA New Clue to Transfer of TrainingGertrude HendrixGertrude Hendrix Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 48, Number 4Dec., 1947 Article DOIhttps://doi.org/10.1086/458927 Views: 5Total views on this site Citations: 24Citations are reported from Crossref PDF download Crossref reports the following articles citing this article:Hans Georg Schaathun On Understanding in Mathematics, Teaching Mathematics and its Applications: An International Journal of the IMA 41, no.44 (Sep 2022): 318–328.https://doi.org/10.1093/teamat/hrac016Michael Spittle, Tony Morris Internal and External Imagery Perspective Measurement and Use in Imagining Open and Closed Sports Skills: An Exploratory Study, Perceptual and Motor Skills 104, no.22 (Dec 2016): 387–404.https://doi.org/10.2466/pms.104.2.387-404Peter Smagorinsky Thinking and Speech and Protocol Analysis, Mind, Culture, and Activity 5, no.33 (Jul 1998): 157–177.https://doi.org/10.1207/s15327884mca0503_2John Austin, Peter F. 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