Upper-secondary students show a low initial level of inquiry skills under prevalent teacher-centred teaching¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person · recheck by 2026: baselines and conditions change

Subclaims¶

q3 i? Pre-test relative scores fell below .3 in both groups, indicating a low initial level of the measured inquiry skills. → Mária Ganajová 2021

Evidence¶

Mária Ganajová 2021¶

Mária Ganajová, Ivana Sotáková, Stanislav Lukáč, Zuzana Ješková, Veronika Jurková, Renáta Orosová. (2021). Formative Assessment as a Tool to Enhance the Development of Inquiry Skills in Science Education. Journal of Baltic Science Education, Vol. 20, No. 2. https://doi.org/10.33225/jbse/21.20.204

q3 · i? · causal · r2

Descriptive pre-test results from the two-group study: experimental group mean relative score .273 (SD .138), control group .228 (SD .102); groups were statistically similar before the intervention.

"The results in Table 4 show that the initial level of inquiry skills failed to match the relative score of .3. In the pre-test, no statistically significant difference was found between the experimental and control groups (p=.068, therefore p>α)."

Discussion¶

Related Claims¶

• Teaching with FACTs produces significantly better inquiry-skill post-test results than teacher-centred teaching without FACTs in upper-secondary science — related
• A teacher-led sourcing intervention increased upper secondary students' use of source features in search queries during online inquiry — related
• Students with the weakest pre-intervention sourcing skills showed the clearest positive change during the intervention — related