The Effects of Integrating Information Literacy into Science Instruction on Seventh-Grade Students' Problem-Solving and Academic Achievement

Abstract

The purpose of this research was to investigate the effects of integrating information literacy into science instruction on students' problem solving and science learning. In this quasi-experimental study, two 7th-grade classrooms from a public junior-high school were randomly assigned into the experimental group and control group. The former accepted an inquiry-based science curriculum infused information literacy using the Big6 model, while the latter accepted the traditional lecture-oriented instruction. Three tests were administered before and after the instruction to test students' problem-solving, memory and comprehension. Results showed that the experimental group significantly outperformed their counterparts on problem-solving and comprehension learning, while not on the memory.

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