Comparison of Student Achievement Using Didactic, Inquiry-Based, and the Combination of Two Approaches of Science Instruction (Paperback)

Hyacinth C. Foster

ISBN 10: 1475029942 / ISBN 13: 9781475029949

Published by Createspace Independent Publishing Platform, 2011

About this Item

Paperback. Science educators and administrators support the idea that inquiry-based and didactic-based instructional strategies have varying effects on students' acquisition of science concepts. The research problem addressed, in this dissertation, whether incorporating the two approaches covered the learning requirements of all students in science classes, enabling them to meet state and national standards. Locally, the results indicated greater statistically significant differences in standardized laboratory scores for students who were taught using the combination of two approaches. Based on these results, biology instructors will gain new insights into ways of improving the instructional process. Social change may occur as the science curriculum leadership applies the combination of two instructional approaches to improve acquisition of science concepts by biology students. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

Seller Inventory # 9781475029949

Bibliographic Details

• Title: Comparison of Student Achievement Using Didactic, Inquiry-Based, and the Combination of Two Approaches of Science Instruction (Paperback)
• Publisher: Createspace Independent Publishing Platform
• Publication Date: 2011
• Language: English
• ISBN 10: 1475029942
• ISBN 13: 9781475029949
• Binding: Paperback
• Condition: new

About this title

Synopsis

Science educators and administrators support the idea that inquiry-based and didactic-based instructional strategies have varying effects on students’ acquisition of science concepts. The research problem addressed, in this dissertation, whether incorporating the two approaches covered the learning requirements of all students in science classes, enabling them to meet state and national standards. Locally, the results indicated greater statistically significant differences in standardized laboratory scores for students who were taught using the combination of two approaches. Based on these results, biology instructors will gain new insights into ways of improving the instructional process. Social change may occur as the science curriculum leadership applies the combination of two instructional approaches to improve acquisition of science concepts by biology students.