Date of Award
Spring 5-2012
Degree Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education & Educational Psychology
First Advisor
Marcia A. B. Delcourt, PhD
Second Advisor
Janice Marie Jordan, PhD
Third Advisor
Jacob C. Greenwood, EdD
Abstract
This study investigated the impact of an inquiry-based science program on the critical thinking skills, science process skills, creativity, and science fair achievement of middle school students. Although research indicates the connection between inquiry and achievement, there is limited empirical research relating specific inquiry-based programs to critical thinking, creativity, and science fair achievement in middle school classrooms.
The research took place in a small, suburban middle school in the northeast from November 2010 to May 2011. A sample of convenience was comprised of seventh and eighth grade students. The study was quasi-experimental in nature, with a pretest-posttest comparison group design using intact classrooms of students. Five instruments were administered related to the elements of science process skills, critical thinking, creative thinking, and science fair achievement.
The scores of those students in the inquiry-based science program were compared to those students in the traditional science classroom to determine the impact of each method of delivering instruction. In the multivariate analysis of variance, the inquiry instruction group scored significantly higher for science process skills as measured by the Earthworm Test (p < .001) and Cognitive Integrity, an area of critical thinking measured by the CM3 (p < .025).
In multiple regression analysis, program type contributed significantly to the prediction of science fair achievement scores above and beyond the predictor variables of science process skills, critical thinking, and creativity (p < .001). Science fair scores were significantly higher (p < .001) for the treatment as compared to that of the direct instruction group. Overall, science process skills (p < .025) and program type (p < .001) contributed significantly to the prediction of science fair achievement.
Recommended Citation
Longo, Christopher M., "EFFECTS OF AN INQUIRY-BASED SCIENCE PROGRAM ON CRITICAL THINKING, SCIENCE PROCESS SKILLS, CREATIVITY, AND SCIENCE FAIR ACHIEVEMENT OF MIDDLE SCHOOL STUDENTS" (2012). Education Dissertations. 60.
https://repository.wcsu.edu/educationdis/60
Included in
Curriculum and Instruction Commons, Science and Mathematics Education Commons, Secondary Education Commons