Impact of an inquiry unit on grade 4 students' science learning

Autores
Di Mauro, Florencia; Furman, Melina Gabriela
Año de publicación
2016
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
This paper concerns the identification of teaching strategies that enhance the development of 4th grade students’ experimental design skills at a public primary school in Argentina. Students’ performance in the design of relevant experiments was evaluated before and after an eight-week intervention compared to a control group, as well as the persistence of this learning after eight months. The study involved a quasi-experimental longitudinal study with pre-test/post-test/delayed post-test measures, complemented with semi-structured interviews with randomly selected students. Our findings showed improvement in the experimental design skills as well as its sustainability among students working with the inquiry-based sequence. After the intervention, students were able to establish valid comparisons, propose pertinent designs and identify variables that should remain constant. Contrarily, students in the control group showed no improvement and continued to solve the posed problems based on prior beliefs. In summary, this paper shows evidence that implementing inquiry-based units involving problems set in cross-domain everyday situations that combine independent student work with teacher guidance significantly improves the development of scientific skills in real classroom contexts.
Fil: Di Mauro, Florencia. Universidad Nacional de Mar del Plata; Argentina
Fil: Furman, Melina Gabriela. Universidad de San Andrés; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Materia
Scientific Thinking
Guided Inquiry
Experimental Design
Primary Science Education
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/46777
Acceder
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repository_id_str 3498
network_name_str CONICET Digital (CONICET)
spelling Impact of an inquiry unit on grade 4 students' science learningDi Mauro, FlorenciaFurman, Melina GabrielaScientific ThinkingGuided InquiryExperimental DesignPrimary Science Educationhttps://purl.org/becyt/ford/5.3https://purl.org/becyt/ford/5This paper concerns the identification of teaching strategies that enhance the development of 4th grade students’ experimental design skills at a public primary school in Argentina. Students’ performance in the design of relevant experiments was evaluated before and after an eight-week intervention compared to a control group, as well as the persistence of this learning after eight months. The study involved a quasi-experimental longitudinal study with pre-test/post-test/delayed post-test measures, complemented with semi-structured interviews with randomly selected students. Our findings showed improvement in the experimental design skills as well as its sustainability among students working with the inquiry-based sequence. After the intervention, students were able to establish valid comparisons, propose pertinent designs and identify variables that should remain constant. Contrarily, students in the control group showed no improvement and continued to solve the posed problems based on prior beliefs. In summary, this paper shows evidence that implementing inquiry-based units involving problems set in cross-domain everyday situations that combine independent student work with teacher guidance significantly improves the development of scientific skills in real classroom contexts.Fil: Di Mauro, Florencia. Universidad Nacional de Mar del Plata; ArgentinaFil: Furman, Melina Gabriela. Universidad de San Andrés; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaTaylor & Francis2016-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/46777Di Mauro, Florencia; Furman, Melina Gabriela; Impact of an inquiry unit on grade 4 students' science learning; Taylor & Francis; International Journal Of Science Education; 38; 14; 10-2016; 2239-22580950-0693CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/doi/10.1080/09500693.2016.1234085info:eu-repo/semantics/altIdentifier/url/https://www.tandfonline.com/doi/abs/10.1080/09500693.2016.1234085info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-03T09:44:17Zoai:ri.conicet.gov.ar:11336/46777instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-03 09:44:18.207CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Impact of an inquiry unit on grade 4 students' science learning
title Impact of an inquiry unit on grade 4 students' science learning
spellingShingle Impact of an inquiry unit on grade 4 students' science learning
Di Mauro, Florencia
Scientific Thinking
Guided Inquiry
Experimental Design
Primary Science Education
title_short Impact of an inquiry unit on grade 4 students' science learning
title_full Impact of an inquiry unit on grade 4 students' science learning
title_fullStr Impact of an inquiry unit on grade 4 students' science learning
title_full_unstemmed Impact of an inquiry unit on grade 4 students' science learning
title_sort Impact of an inquiry unit on grade 4 students' science learning
dc.creator.none.fl_str_mv Di Mauro, Florencia
Furman, Melina Gabriela
author Di Mauro, Florencia
author_facet Di Mauro, Florencia
Furman, Melina Gabriela
author_role author
author2 Furman, Melina Gabriela
author2_role author
dc.subject.none.fl_str_mv Scientific Thinking
Guided Inquiry
Experimental Design
Primary Science Education
topic Scientific Thinking
Guided Inquiry
Experimental Design
Primary Science Education
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.3
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv This paper concerns the identification of teaching strategies that enhance the development of 4th grade students’ experimental design skills at a public primary school in Argentina. Students’ performance in the design of relevant experiments was evaluated before and after an eight-week intervention compared to a control group, as well as the persistence of this learning after eight months. The study involved a quasi-experimental longitudinal study with pre-test/post-test/delayed post-test measures, complemented with semi-structured interviews with randomly selected students. Our findings showed improvement in the experimental design skills as well as its sustainability among students working with the inquiry-based sequence. After the intervention, students were able to establish valid comparisons, propose pertinent designs and identify variables that should remain constant. Contrarily, students in the control group showed no improvement and continued to solve the posed problems based on prior beliefs. In summary, this paper shows evidence that implementing inquiry-based units involving problems set in cross-domain everyday situations that combine independent student work with teacher guidance significantly improves the development of scientific skills in real classroom contexts.
Fil: Di Mauro, Florencia. Universidad Nacional de Mar del Plata; Argentina
Fil: Furman, Melina Gabriela. Universidad de San Andrés; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
description This paper concerns the identification of teaching strategies that enhance the development of 4th grade students’ experimental design skills at a public primary school in Argentina. Students’ performance in the design of relevant experiments was evaluated before and after an eight-week intervention compared to a control group, as well as the persistence of this learning after eight months. The study involved a quasi-experimental longitudinal study with pre-test/post-test/delayed post-test measures, complemented with semi-structured interviews with randomly selected students. Our findings showed improvement in the experimental design skills as well as its sustainability among students working with the inquiry-based sequence. After the intervention, students were able to establish valid comparisons, propose pertinent designs and identify variables that should remain constant. Contrarily, students in the control group showed no improvement and continued to solve the posed problems based on prior beliefs. In summary, this paper shows evidence that implementing inquiry-based units involving problems set in cross-domain everyday situations that combine independent student work with teacher guidance significantly improves the development of scientific skills in real classroom contexts.
publishDate 2016
dc.date.none.fl_str_mv 2016-10
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/46777
Di Mauro, Florencia; Furman, Melina Gabriela; Impact of an inquiry unit on grade 4 students' science learning; Taylor & Francis; International Journal Of Science Education; 38; 14; 10-2016; 2239-2258
0950-0693
CONICET Digital
CONICET
url http://hdl.handle.net/11336/46777
identifier_str_mv Di Mauro, Florencia; Furman, Melina Gabriela; Impact of an inquiry unit on grade 4 students' science learning; Taylor & Francis; International Journal Of Science Education; 38; 14; 10-2016; 2239-2258
0950-0693
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/doi/10.1080/09500693.2016.1234085
info:eu-repo/semantics/altIdentifier/url/https://www.tandfonline.com/doi/abs/10.1080/09500693.2016.1234085
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Taylor & Francis
publisher.none.fl_str_mv Taylor & Francis
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
_version_ 1842268656867737600
score 13.13397

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