Science lessons built on students' meaningful pre-inquiries produce higher total science process skills than traditional textbook lessons in 6th-grade classes¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The pre-inquiry experimental group outscored the control group on total science process skills at posttest (17.70 vs 16.20, p <.05). → Kang and Noh 2017

Evidence¶

Kang and Noh 2017¶

Houn Tae Kang, Suk Goo Noh. (2017). The Effect on Elementary Science Education Based on Student's Pre-inquiry. Universal Journal of Educational Research 5(9). https://doi.org/10.13189/ujer.2017.050908

q2 · i? · causal · r1

Quasi-experiment with one 6th-grade experimental class (33 students) taught via meaningful pre-inquiries and one control class (29 students) taught by general textbook methods in two South Korean elementary schools. Posttest t-test showed the experimental group "showed a significant difference ( p <.05)" on total science process skills.

"Overall, in the case of science process skills, the controlled group showed 16.20 points and the experimental group showed 17.70 points. The experimental group showed a significant difference ( p <.05)."

Discussion¶

Related Claims¶

• The inquiry-based instruction group scored significantly higher than the traditional-approach group on the post-test of scientific process skills — possibly the same claim (merge candidate)
• The pre-inquiry class produced higher overall science-related affective domain scores than the control class — related
• The pre-inquiry class improved specific science process subskills — measuring, inferencing, controlling variables and generalization — but not observing, classifying or predicting — a narrower finding that bears on this claim