Inquiry based science teaching: A meta analysis
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This meta-analysis reviewed inquiry-based science teaching studies from 1996-2006 to analyze their effectiveness. 58 studies were identified through searches of ERIC and Web of Science databases and coded based on levels of guidance and cognitive engagement. The analysis found that inquiry-based teaching had a positive effect on student learning, particularly when students engaged in exploratory and combined exploratory/conceptual activities. Studies with teacher-led guidance also saw higher effect sizes than less guided approaches. The study calls for refined models of instructional approaches and terminology standardization in science education research.
Inquiry based science teaching: A meta analysis
- 1. Review of Educational Research Aan Hendroanto/F131874 Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching: A Meta Analysis By Furtak E.M., Seidel T., Iverson H., and Briggs D.C.
- 2. The Article • The articles is a review studies that covers studies from 1996-2006 • At first, the author got the studies by searching through Web of Science and ERIC. • Keywords: effective instructions, instructional effectiveness, direct instruction, teacher effectiveness, mastery learning, constructivist teaching, science instruction, classrooms, science teaching, and inquiry. • Keywords: support, traditional, and instruction. Searching ERIC Web of Science Additional Web of Science ERIC 5864
- 4. • The studies were classified based on 1. The use of cognitive feature 2. The Level of guidance Coding
- 5. The Result
- 6. The Result
- 7. Findings
- 8. Findings
- 9. Conclusion and Implication • Conclusion: 1. Inquiry-based teaching indicates a positive effect on student learning, with particularly large effect of students engaging in E and the combination of PES. 2. Higher effect size for studies that involved teacher-led activities than the other guidance. 3. A refined model for instructional approach can yield more nuanced interpretations of the effects of that approach on student learning. • Implication: 1. Terminology of a study and data standard for publication. 2. Reform in science teaching and learning regarding the level of guidance and the cognitive feature.
- 10. • Strength: 1. Providing very detail descriptions of the methodology, explanations of the arguments, data of the studies and the calculations. 2. Implications suggest not only about reform of in the classroom, but also about terminology of studies. • Weakness: 1. The sample of the studies is only from papers published in peer-reviewed, research-oriented journals. 2. The searching method, sometimes, does not include the core papers. Strength and Weakness