The effect of inquiry teaching and advance organizers upon student outcomes in science education

Gerald W. Lott

86 citations0/0 files storedJournal of Research in Science Teaching

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Science Education and Pedagogy Innovative Teaching and Learning Methods Visual and Cognitive Learning Processes

Abstract

Abstract Two areas of research were explored in this meta‐analysis: comparison of inductive versus deductive teaching approachs, and the use of advance organizers. This study involved the coding of 128 characteristics for 39 studies which spanned the period from 1957 through 1980. The coding variables included 57 which were concerned with features of the treatment while 12 were concerned with outcome attributes. Aspects such as research methodology, sample characteristics, and instructional experiences were examined quantitatively in terms of their relationships to the treatment effects through the use of a common metric for all studies. Mean effect sizes were calculated and reported.

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References

1964Conjectures and Refutations: The Growth of Scientific Knowledge.1965Conjectures and Refutations: The Growth of Scientific Knowledge.2012The Taxonomy of Educational Objectives 1982Meta-analysis in social research 2014Taxonomy of Educational Objectives 1962The Handbook of Research on Teaching 1963Experimental and quasi-experimental designs for research on teaching 1960The use of advance organizers in the learning and retention of meaningful verbal material.

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2007Inquiry-Oriented Instruction in Science: Who Teaches That Way?2007Chapter 2 Resisting Unlearning: Understanding Science Education’s Response to the United States’s National Accountability Movement 2020Teacher-Directed Versus Inquiry-Based Science Instruction: Investigating Links to Adolescent Students’ Science Dispositions Across 66 Countries 1988Teaching Effectiveness: A Review of the Research 2009Self-Regulated Learning and Instructional Factors in the Scientific Inquiry of Scientifically Gifted Korean Middle School Students

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