dc.contributor.advisor | Stuessy, Carol Sue | |
dc.creator | Scallon, Jane Metty | |
dc.date.accessioned | 2006-08-16T19:04:31Z | |
dc.date.available | 2006-08-16T19:04:31Z | |
dc.date.created | 2005-05 | |
dc.date.issued | 2006-08-16 | |
dc.identifier.uri | https://hdl.handle.net/1969.1/3808 | |
dc.description.abstract | This exploratory mixed methods study addressed the types of gains students made
when engaged in one of two forms of inquiry. Gains were measured on three levels:
conceptual understanding, the process of scientific investigation, and use of practical
reasoning skills. One hundred-thirty 8th grade students from a rural public school in East
Texas participated in this study. Classes of students were randomly assigned to one of
two treatment groups: guided inquiry or authentic student research learning. Non
parametric statistical analysis and constant comparative qualitative analysis were used to
triangulate pre-tests and post-tests, student journals, and student drawings to address the
research questions. Findings support greater gains in conceptual understanding of
domain specific content in a highly scaffolded guided inquiry. Further authentic
scientific research learning was more effective for developing understanding of scientific
investigation as a process and application of knowledge through practical reasoning
skills. | en |
dc.format.extent | 1289550 bytes | en |
dc.format.medium | electronic | en |
dc.format.mimetype | application/pdf | |
dc.language.iso | en_US | |
dc.publisher | Texas A&M University | |
dc.subject | Guided Inquiry | en |
dc.subject | Authentic Student Research | en |
dc.subject | Inquiry | en |
dc.subject | Middle School Genetic | en |
dc.title | Comparative study of authentic scientific research versus guided inquiry in affecting middle school students' abilities to know and do genetics | en |
dc.type | Book | en |
dc.type | Thesis | en |
thesis.degree.department | Teaching Learning and Culture | en |
thesis.degree.discipline | Curriculum and Instruction | en |
thesis.degree.grantor | Texas A&M University | en |
thesis.degree.name | Master of Science | en |
thesis.degree.level | Masters | en |
dc.contributor.committeeMember | Griffing, Lawrence | |
dc.contributor.committeeMember | Schielack, Janie | |
dc.type.genre | Electronic Thesis | en |
dc.type.material | text | en |
dc.format.digitalOrigin | born digital | en |