Based on quantitative survey data collected from an inquiry-based general chemistry laboratory course, the current study used marginal models to evaluate changes in students' teamwork and problem-solving skills, attitudes to teamwork, and willingness to explore new issues before and after the course. The results suggest that introductory-level…

While opportunities for spontaneous, undesigned, serendipitous science engagement (SSE) are abundant and evidence regarding its affordances is accumulating, little is known about its nature. In this paper, I present a model defining and identifying SSE, which consists of a personal and a contextual continuum. To explore the nature of family SSE, I…

Informal learning settings such as museums have been identified as opportunities to enhance students' knowledge and motivation in science and to optimize the connection between science and everyday life. The present study assessed the role of a self-paced science education program (situated in a medical science museum) in enhancing students'…

Dynamic inquiry learning emphasizes aspects of change, intellectual flexibility, and critical thinking. Dynamic inquiry learning is characterized by the following criteria: learning as a process, changes during the inquiry, procedural understanding, and affective points of view. This study compared the influence of open versus guided inquiry…

Reports a study comparing direct instruction with discovery teaching on learning disabled (n=10), behaviorally disordered (n=6), and nonhandicapped (n=91) students' science achievement. No significant differences were found in the immediate posttest scores for mode of instruction. Discovery learning students outperformed others on a retention test…

Uses two assessment methods to measure student competence in conducting scientific inquiry. Investigates 32 high school students for a relationship between scientific inquiry capability and success in making discoveries. Defines scientific inquiry, scientific discovery, and the relationship between these two concepts. (Contains 70 references.)…

Examined the effect of discovery and non-discovery classroom climates on college students learning of science process skills and biology content achievement. Results indicate students in discovery climate learned as much content as students in more direct class. These and other results are compared to those of an earlier study. (JN)

Studies effects of verbal participation during enquiry on achievement among three differently treated groups of four eighth-grade classes each with I.Q. test, reading test, sociometric, and academiometric results taken into account. Indicated the preference of strategies involving more students, particularly more girls, in class discussion. (CC)

Presented is a paradigm for science education research. The paradigm advances the reception learning theory, where regularities to be learned are presented explicitly to the learner. A tool for the study of knowledge production in science education, the Gowin "V," is presented. (RE)

This study investigated what constitutes exploratory learning and what effects instructional support measures have on it. Among the conclusions were that students were reluctant to apply learning processes that are considered characteristic for exploratory learning. Students had problems with the process, especially with the process of generating…

Examined effect of two classroom climates (discovery and nondiscovery) on learning of science process skills and content achievement of college students (N=78). Results indicate that students in both climates achieved equally well, but students in the discovery climate achieved higher process scores as measured by the Welch Science Process…

In this project, a resynthesis of the research dealing with student performance in new science curricula was conducted using refined statistical procedures. Results generally supported earlier meta-analysis studies. (CW)

Compared effectiveness of discovery and expository instructional strategies on science knowledge and attitudes of fifth-grade Egyptian students (N=276). Although there were no sex differences, students taught by discovery scored higher in achievement (recall and application) and attitudes than those taught by the expository method. (JN)

Investigated the interaction between science teaching strategy (semideductive, structured inductive, hypotheticodeductive) and selected learner characteristics (Piagetian cognitive level and field independence) in terms of student achievement in science. Achievement of undergraduate elementary education majors (N=77) in a general science program…

Compared were the integrated process skills of American youngsters who studied for several years in an activity-based, materials-oriented program to a group of Japanese pupils who studied in a similar program and to an American group whose program was textbook oriented. Implications are discussed. (Author/CW)