home - login - register

Journal Article Detail Page

Journal of Research in Science Teaching
written by Jerome Pine, Pamela Aschbacher, Ellen Roth, Melanie Jones , Cameron McPhee , Catherine Martin, Scott Phelps , Tara Kyle, and Brian Foley
A large number of American elementary school students are now studying science using the hands-on inquiry curricula developed in the 1990s: Insights; Full Option Science System (FOSS); and Science and Technology for Children (STC). A goal of these programs, echoed in the National Science Education Standards, is that children should gain abilities to do scientific inquiry and understanding about scientific inquiry. We have studied the degree to which students can do inquiries by using four hands-on performance assessments, which required one or three class periods. To be fair, the assessments avoided content that is studied in depth in the hands-on programs. For a sample of about 1000 fifth grade students, we compared the performance of students in hands-on curricula with an equal number of students with textbook curricula. The students were from 41 classrooms in nine school districts. The results show little or no curricular effect. There was a strong dependence on students' cognitive ability, as measured with a standard multiple-choice instrument. There was no significant difference between boys and girls. Also, there was no difference on a multiple-choice test, which used items released from the Trends in International Mathematics and Science Study (TIMSS). It is not completely clear whether the lack of difference on the performance assessments was a consequence of the assessments, the curricula, and/or the teaching.
Journal of Research in Science Teaching: Volume 43, Issue 5, Pages 467 - 484
Subjects ADS Supplements Resource Types
Education - Applied Research
- Active Learning
= Inquiry Learning
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
  • Currently 0.0/5

Want to rate this material?
Login here!


Formats:
application/pdf
non-digital
Access Rights:
Available by subscription
Restriction:
© 2006 John Wiley & Sons, Inc.
Additional information is available.
DOI:
10.1002/tea.20140
ISSN Number:
0022-4308
Keywords:
active learning, inquiry learning
Record Creator:
Metadata instance created June 2, 2006 by Evan Richards
Record Updated:
September 23, 2007 by Lyle Barbato
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
J. Pine, P. Aschbacher, E. Roth, M. Jones, C. McPhee, C. Martin, S. Phelps, T. Kyle, and B. Foley, J. Res. Sci. Teaching 43 (5), 467 (2006), WWW Document, (http://dx.doi.org/10.1002/tea.20140).
AJP/PRST-PER
J. Pine, P. Aschbacher, E. Roth, M. Jones, C. McPhee, C. Martin, S. Phelps, T. Kyle, and B. Foley, Fifth graders' science inquiry abilities: A comparative study of students in hands-on and textbook curricula, J. Res. Sci. Teaching 43 (5), 467 (2006), <http://dx.doi.org/10.1002/tea.20140>.
APA Format
Pine, J., Aschbacher, P., Roth, E., Jones, M., McPhee, C., Martin, C., Phelps, S., Kyle, T., & Foley, B. (2006). Fifth graders' science inquiry abilities: A comparative study of students in hands-on and textbook curricula. J. Res. Sci. Teaching, 43(5), 467 - 484. Retrieved November 21, 2014, from http://dx.doi.org/10.1002/tea.20140
Chicago Format
Pine, J, P. Aschbacher, E. Roth, M. Jones, C. McPhee, C. Martin, S. Phelps, T. Kyle, and B. Foley. "Fifth graders' science inquiry abilities: A comparative study of students in hands-on and textbook curricula." J. Res. Sci. Teaching. 43, no. 5, (2006): 467 - 484, http://dx.doi.org/10.1002/tea.20140 (accessed 21 November 2014).
MLA Format
Pine, Jerome, Pamela Aschbacher, Ellen Roth, Melanie Jones, Cameron McPhee, Catherine Martin, Scott Phelps, Tara Kyle, and Brian Foley. "Fifth graders' science inquiry abilities: A comparative study of students in hands-on and textbook curricula." J. Res. Sci. Teaching 43.5 (2006): 467 - 484. 21 Nov. 2014 <http://dx.doi.org/10.1002/tea.20140>.
BibTeX Export Format
@article{ Author = "Jerome Pine and Pamela Aschbacher and Ellen Roth and Melanie Jones and Cameron McPhee and Catherine Martin and Scott Phelps and Tara Kyle and Brian Foley", Title = {Fifth graders' science inquiry abilities: A comparative study of students in hands-on and textbook curricula}, Journal = {J. Res. Sci. Teaching}, Volume = {43}, Number = {5}, Pages = {467 - 484}, Year = {2006} }
Refer Export Format

%A Jerome Pine
%A Pamela Aschbacher
%A Ellen Roth
%A Melanie Jones
%A Cameron McPhee
%A Catherine Martin
%A Scott Phelps
%A Tara Kyle
%A Brian Foley
%T Fifth graders' science inquiry abilities: A comparative study of students in hands-on and textbook curricula
%J J. Res. Sci. Teaching
%V 43
%N 5
%D 2006
%P 467 - 484
%U http://dx.doi.org/10.1002/tea.20140
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Pine, Jerome
%A Aschbacher, Pamela
%A Roth, Ellen
%A Jones, Melanie
%A McPhee, Cameron
%A Martin, Catherine
%A Phelps, Scott
%A Kyle, Tara
%A Foley, Brian
%D 2006
%T Fifth graders' science inquiry abilities: A comparative study of students in hands-on and textbook curricula
%J J. Res. Sci. Teaching
%V 43
%N 5
%P 467 - 484
%@ 0022-4308
%U http://dx.doi.org/10.1002/tea.20140


Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.

Citation Source Information

The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

The MLA Style presented is based on information from the MLA FAQ.

Save to my folders

Contribute

Similar Materials