Inquiry-based Teaching vs. Direct Instruction:

Should they be done in isolation?Saima Naureen and Kay Jeffrey

Ed. 7202TSpring 2011

Prof. O’Connor-Petruso

Introduction-Statement of the Problem-Review of Related Literature-Statement of the Hypothesis

Method-Participants/Procedure-Instruments-Experimental Design-Threats to Validity

Results Discussion Implications References

Table of Contents

The scientific approach to solving everyday problems need to be encouraged and developed in a formal educational setting… (Poon, Tan & Tan 2009).

The inquiry method of teaching which involves discovery, embraces this principle.

Direct instruction as practiced by Private School X, facilitates the teachers’ general dissemination of information.

Merging both methods should be beneficial to the students.

Introduction

Private school X, located in New York City urban area, has been implementing the direct instruction method of teaching science for years without significant student improvement.

Merging an inquiry-based curriculum with the direct instruction strategy should help to improve the student’s performance and foster an independent learning style.

Statement of the Problem

Review of Related Literature Inquiry-based Teaching

SkinnerDewey

PROS: Investigative activities

Natural activity and curiosity

Psychological needs of the child

(Smart & Csapo, 2007; Eshach, 1997; Lawson & Renner, 1975; Vondervoort, 1983; Piaget; Dewey, 2008)

CONS: Teacher/student

interactional difficulties

Socially demanding

Limited adult support

Unnecessary rediscovery

(Bencze, Oliveria, 2009; Robertson, 2007; Beliavsky, 2006; skinner,1987)

CONS: Facts through rote

memorization – forgetable

Under developed process skills

Knowledge of Scientific principles required

(Wang & Wen, 2010; Vandervoort, 1983; chiapetta & collette, 1973; Ray, 1961)

Review of Related LiteratureDirect Instruction Method

PROS: Structured/assessed with validity

Planned experiences

More student guidance

Best for content and new skills

(Qablan, Bencze, 2009; Robertson,2007; Lee, 2002; Mason,1963;Skinner,1987)

Over a six week period, fifteen kindergarten students in a private school X in NYC will receive three different instructional approaches (direct instruction, inquiry-based, and both methods), three times per week for thirty minutes intervals on plant life, and the group receiving both methods will yield the highest results as measured by the Science Post-test.

Statement of the Hypothesis

Participants 15 children (8 boys, 7 girls) in

kindergarten divided in three groups.

5 children in group one- direct instruction method.

5 children in group two- inquiry-based method.

5 children in group three- inquiry and direct instruction.

Procedure February 2011

Consent Forms were distributed.

Students Surveys were given to three groups.

March 2011Pre-test was given to three groups.

March 2011- April 2011Intervention of six weeks was given to three groups.

April 2011Post-test was given to three groups.

Method

Instruments Parent Consent Form Principal Consent Form Student Survey Pre-test Post-test

Method

Experimental Design Quasi-Experimental Design: Nonequivalent

Control Group Design◦Three groups are pre-tested◦one control group◦Two groups exposed to a treatment◦Three groups are post-tested•Symbolic Design: OX₁O

OX₂O OXзO

Method

Internal ThreatsHistory Maturation Mortality Statistical Regression Differential Selection of

Subjects Selection-Maturation

Interaction

External Threats Generalizable

Conditions Pretest Treatment Selection Treatment

Interaction Experimenter Effects

Threats to Validity

Results

Group 1 Group 2 Group 30

20406080

Pre-test and Post-test compar-ison

Pre-testPost-test

Groups of Students

Score

Avera

ges

AVE MAX MIN RANGE

Group 1 56 70 40 30

Group 2 62 90 70 20

Group 3 66 90 70 20

AVE MAX MIN RANGE

Group 1 52 80 30 50

Group 2 70 100 70 30

Group 3 76 90 80 10

PRE-TEST POST-TEST

0.5 1 1.5 2 2.5 3 3.5 4 4.50

2

4

6

8

10

12

Survey/Post-test Correlation

yLinear (y)

Survey Scores

Post

-test

Sco

res

Results

0.77 rxy shows that there is a fair correlation between students’ planting the seed and achievement in science.

How many time have you planted a seed?

Never (1) one to two times (2) more than two times (3) frequently (4)

Results

A D G N O B F H J K C E I L M0

2

4

6

8

10

12

COMPARISON OF PRE AND POST TESTS

PRE-TESTPOST-TEST

STUDENTS

SCORES

STUDENTS

PRE-TEST

POST-TEST

% +/-

A 7 8 10%

D 5 5 0%

G 6 5 -10%

N 6 5 -10%

O 4 3 -10%

B 9 10 10%

F 5 6 10%

H 4 6 20%

J 6 6 0%

K 7 7 0%

C 9 9 0%

E 8 9 10%

I 4 5 10%

L 5 7 20%

M 7 8 10%

Gro

up 3

Gro

up 2

Gro

up 1

This action research – guided by these theorists (Ericson, Piaget, Dewey, Vygotsky, Thorndyke, Skinner and Gardner)

Both methods receive favorable reviews.

Inquiry method -Advocates of the child centered curriculum.

Positive results from use of both methods.

Action research can be duplicated in a similar setting with possible similar results.

Discussion

Both inquiry method and direct instruction used together worked favorably.

Need for a larger class size.

Separate class rooms should be used for each group.

Further research is needed to validate findings.

Implications

References

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Bencze, J. (2009). ‘‘Polite directiveness’’ in science inquiry: A contradiction in terms? Cultural Studies of Science Education, 4, 855-864. DOI 10.1007/s11422-009-9194-5

Chiapetta, E. L. & Collette, A. T. (1973). Process versus content in elementary science teaching. Retrieved from

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