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Conducting guided inquiry in science classes using authentic, archived, web-based data
ARTICLE

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Computers & Education Volume 57, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Students are often unable to collect the real-time data necessary for conducting inquiry in science classrooms. Web-based, real-time data could, therefore, offer a promising tool for conducting scientific inquiries within classroom environments. This study used a quasi-experimental research design to investigate the effects of inquiry-based instruction coupled with archived online data. Ninety-six preservice teachers in a four-year elementary science teacher-training program participated in this study. The students were enrolled in three sections of the methods course, and these existing groups were randomly assigned to the treatment groups: traditional instruction, traditional instruction supported with a simulation, and inquiry-based instruction with archived online data. Data were collected with structured interviews and analyzed with the constant comparative method and one-way ANOVA. Before the instructional interventions, none of the participants had a scientific understanding of tides, and 15% of the participants had no conceptual understanding of tides at all. After instruction, 72% of the participants who received inquiry-based instruction with archived online data were categorized as having scientific conceptual understandings; 46% of participants who received traditional instruction supported with a simulation were categorized as having scientific conceptual understandings; and 43% of participants who received traditional instruction were categorized as having scientific conceptual understandings. Statistical analyses showed that the group receiving inquiry-based instruction with archived online data performed significantly better than the other two instructional groups. Inquiry-based instruction with archived online data can be used to effectively perform inquiry activities within science classes; it might be used at different grade levels to teach a variety of scientific content.

Citation

Ucar, S. & Trundle, K.C. (2011). Conducting guided inquiry in science classes using authentic, archived, web-based data. Computers & Education, 57(2), 1571-1582. Elsevier Ltd. Retrieved October 15, 2019 from .

This record was imported from Computers & Education on February 1, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2011.02.007

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