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written by
Paul Zachos, Thomas Hick, William Doane, and Cynthia Sargent
This study was designed to develop measures of student competence in conducting scientific inquiry. Two assessment techniques were developed. The first measures Scientific Inquiry Capabilities, variables which are indicators of diverse aspects of competence in conducting scientific inquiry. The second measures Scientific Discovery, an indicator of success in attaining scientific concepts as a result of direct investigations into natural phenomena. Thirty-two high school students were presented with tasks requiring the building and testing of logical-mathematical models of natural phenomena. The relationship between each Scientific Inquiry Capability and success in making discoveries was tested. Several Inquiry Capabilities were identified as strongly correlated with success in Discovery, notably: Proportional Reasoning, the Coordination of Theory with Evidence, and the Disposition to Search for Necessary Underlying Principles.
Journal of Research in Science Teaching: Volume 37, Issue 9, Pages 938-962
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![]() <a href="https://www.compadre.org/portal/items/detail.cfm?ID=3050">Zachos, P, T. Hick, W. Doane, and C. Sargent. "Setting theoretical and empirical foundations for assessing scientific inquiry and discovery in educational programs." J. Res. Sci. Teaching. 37, no. 9, (October 23, 2000): 938-962.</a>
![]() P. Zachos, T. Hick, W. Doane, and C. Sargent, , J. Res. Sci. Teaching 37 (9), 938 (2000), WWW Document, (https://doi.org/10.1002/1098-2736(200011)37:9%3C938::AID-TEA5%3E3.0.CO;2-S).
![]() P. Zachos, T. Hick, W. Doane, and C. Sargent, Setting theoretical and empirical foundations for assessing scientific inquiry and discovery in educational programs, J. Res. Sci. Teaching 37 (9), 938 (2000), <https://doi.org/10.1002/1098-2736(200011)37:9%3C938::AID-TEA5%3E3.0.CO;2-S>.
![]() Zachos, P., Hick, T., Doane, W., & Sargent, C. (2000, October 23). Setting theoretical and empirical foundations for assessing scientific inquiry and discovery in educational programs. J. Res. Sci. Teaching, 37(9), 938-962. Retrieved May 1, 2025, from https://doi.org/10.1002/1098-2736(200011)37:9%3C938::AID-TEA5%3E3.0.CO;2-S
![]() Zachos, P, T. Hick, W. Doane, and C. Sargent. "Setting theoretical and empirical foundations for assessing scientific inquiry and discovery in educational programs." J. Res. Sci. Teaching. 37, no. 9, (October 23, 2000): 938-962, https://doi.org/10.1002/1098-2736(200011)37:9%3C938::AID-TEA5%3E3.0.CO;2-S (accessed 1 May 2025).
![]() Zachos, Paul, Thomas Hick, William Doane, and Cynthia Sargent. "Setting theoretical and empirical foundations for assessing scientific inquiry and discovery in educational programs." J. Res. Sci. Teaching 37.9 (2000): 938-962. 1 May 2025 <https://doi.org/10.1002/1098-2736(200011)37:9%3C938::AID-TEA5%3E3.0.CO;2-S>.
![]() @article{
Author = "Paul Zachos and Thomas Hick and William Doane and Cynthia Sargent",
Title = {Setting theoretical and empirical foundations for assessing scientific inquiry and discovery in educational programs},
Journal = {J. Res. Sci. Teaching},
Volume = {37},
Number = {9},
Pages = {938-962},
Month = {October},
Year = {2000}
}
![]() %A Paul Zachos %A Thomas Hick %A William Doane %A Cynthia Sargent %T Setting theoretical and empirical foundations for assessing scientific inquiry and discovery in educational programs %J J. Res. Sci. Teaching %V 37 %N 9 %D October 23, 2000 %P 938-962 %U https://doi.org/10.1002/1098-2736(200011)37:9%3C938::AID-TEA5%3E3.0.CO;2-S %O application/pdf ![]() %0 Journal Article %A Zachos, Paul %A Hick, Thomas %A Doane, William %A Sargent, Cynthia %D October 23, 2000 %T Setting theoretical and empirical foundations for assessing scientific inquiry and discovery in educational programs %J J. Res. Sci. Teaching %V 37 %N 9 %P 938-962 %8 October 23, 2000 %U https://doi.org/10.1002/1098-2736(200011)37:9%3C938::AID-TEA5%3E3.0.CO;2-S 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.
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