Wednesday, February 3, 2010

Re: Metastudy on impact of inquiry in k-12

Some blog followers may be interested a post [Hake (2010)] of the above title. The abstract reads:


ABSTRACT: Joe Bellina (2010), in a post "Metastudy on impact of in k-12" alerted subscribers to Inquiry-Based Science Instruction - What Is It and Does It Matter? Results from a Research Synthesis Years 1984 to 2002 [Minner, Levy, & Century (2009)]. Their abstract reads in part (slightly edited):

"The goal of the Inquiry Synthesis Project was to synthesize findings from research conducted between 1984 and 2002 to address the research question, "What Is The Impact Of Inquiry Science Instruction On K-12 Student Outcomes?". . . . . Various findings across 138 analyzed studies INDICATE A CLEAR, POSITIVE TREND FAVORING INQUIRY-BASED INSTRUCTIONAL PRACTICES [my CAPS], particularly instruction that emphasizes student active thinking and drawing conclusions from data. Teaching strategies that actively engage students in the learning process through scientific investigations are more likely to increase conceptual understanding than are strategies that rely on more passive techniques, which are often necessary in the current standardized-assessment laden educational environment."

Leaving aside my own niggling criticism of their monumental mixed-methods-research effort, Minner et al., even despite the "antipositivist vigilantes," rightfully add another voice to the chorus bemoaning the lack of operational definitions for various pedagogical approaches. Among other choristers are: Century (2004), Klahr & Li (2005), Anderson (2007), Hake (2008), Strand-Cary & Klahr (2008), and Klahr (2009).


To access the complete 33 kB post please click on .


Hake, R.R. 2010. “Re: Metastudy on impact of inquiry in k-12” online at Post of 3 Feb 2010 8:40 am EST to AERA-L, Net-Gold, and PhysLrnR. The abstract only was transmitted to various discussion lists.

No comments: