Saima Naureen and Kay Jeffrey Ed. 7202T Spring 2011 Prof. O’Connor-Petruso

 Introduction -Statement of the Problem -Review of Related Literature -Statement of the Hypothesis  Method -Participants/Procedure -Instruments -Experimental Design -Threats to Validity  Results  Discussion  Implications  References

 The scientific approach to solving everyday problems need to be encouraged and developed in a formal educational setting… (Poon, Tan & Tan 2009).  The inquiry method of teaching which involves discovery, embraces this principle.  Direct instruction as practiced by Private School X, facilitates the teachers’ general dissemination of information.  Merging both methods should be beneficial to the students.

 Private school X, located in New York City urban area, has been implementing the direct instruction method of teaching science for years without significant student improvement.  Merging an inquiry-based curriculum with the direct instruction strategy should help to improve the student’s performance and foster an independent learning style.

Skinner Dewey  PROS:  Investigative activities  Natural activity and curiosity  Psychological needs of the child (Smart & Csapo, 2007; Eshach, 1997; Lawson & Renner, 1975; Vondervoort, 1983; Piaget; Dewey, 2008)  CONS:  Teacher/student interactional difficulties  Socially demanding  Limited adult support  Unnecessary rediscovery (Bencze, Oliveria, 2009; Robertson, 2007; Beliavsky, 2006; skinner,1987)

CONS:  Facts through rote memorization – forgetable  Under developed process skills  Knowledge of Scientific principles required  (Wang & Wen, 2010; Vandervoort, 1983; chiapetta & collette, 1973; Ray, 1961) PROS:  Structured/assessed  with validity  Planned experiences  More student guidance  Best for content and  new skills (Qablan, Bencze, 2009; Robertson, 2007; Lee, 2002; Mason,1963; Skinner,1987)

 Over a six week period, fifteen kindergarten students in a private school X in NYC will receive three different instructional approaches (direct instruction, inquiry- based, and both methods), three times per week for thirty minutes intervals on plant life, and the group receiving both methods will yield the highest results as measured by the Science Post-test.

 Participants  15 children (8 boys, 7 girls) in kindergarten divided in three groups.  5 children in group one- direct instruction method.  5 children in group two- inquiry- based method.  5 children in group three- inquiry and direct instruction.  Procedure  February 2011 Consent Forms were distributed. Students Surveys were given to three groups.  March 2011 Pre-test was given to three groups.  March April 2011 Intervention of six weeks was given to three groups.  April 2011 Post-test was given to three groups.

 Instruments  Parent Consent Form  Principal Consent Form  Student Survey  Pre-test  Post-test

 Experimental Design  Quasi-Experimental Design: Nonequivalent Control Group Design ◦ Three groups are pre-tested ◦ one control group ◦ Two groups exposed to a treatment ◦ Three groups are post-tested Symbolic Design: OX ₁ O OX ₂ O OXзO

 Internal Threats  History  Maturation  Mortality  Statistical Regression  Differential Selection of Subjects  Selection-Maturation Interaction  External Threats  Generalizable Conditions  Pretest Treatment  Selection Treatment Interaction  Experimenter Effects

AVEMAXMINRANGE Group Group Group AVEMAXMINRANGE Group Group Group PRE-TEST POST-TEST

0.77 rxy shows that there is a fair correlation between students’ planting the seed and achievement in science. How many time have you planted a seed? Never (1)one to two times (2)more than two times (3)frequently (4)

STUD ENTS PRE- TEST POST - TEST % +/- A 7810% D 550% G 65-10% N 65 O 43 B 91010% F 56 H 4620% J 660% K 77 C 99 E 8910% I 45 L 5720% M 7810% Group 3 Group 2 Group 1

 This action research – guided by these theorists (Ericson, Piaget, Dewey, Vygotsky, Thorndyke, Skinner and Gardner)  Both methods receive favorable reviews.  Inquiry method -Advocates of the child centered curriculum.  Positive results from use of both methods.  Action research can be duplicated in a similar setting with possible similar results.

 Both inquiry method and direct instruction used together worked favorably.  Need for a larger class size.  Separate class rooms should be used for each group.  Further research is needed to validate findings.

References Al-Sabbagh, S. (2009). Instruments and implements of enquiry based learning. Online Submission, Retrieved from ERIC database. Bangert-Drowns, R., & Bankert, E. (1990). Meta-analysis of effects of explicit instruction for critical thinking. Retrieved from ERIC. Accession Number: ED proxy.brooklyn.cuny.edu:2048/PDFS/ED pdfhttp:// proxy.brooklyn.cuny.edu:2048/PDFS/ED pdf Beliavsky, N. (2006). Revisiting Vygotsky and Gardner: Realizing human potential. Journal of Aesthetic Education, 40 (2), Retrieved from JSTOR. Bencze, J. (2009). ‘‘Polite directiveness’’ in science inquiry: A contradiction in terms? Cultural Studies of Science Education, 4, DOI /s Chiapetta, E. L. & Collette, A. T. (1973). Process versus content in elementary science teaching. Retrieved from 8ca6697c1c37%40sessionmgr112&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=eric&AN=ED099196http://web.ebscohost.com/ehost/detail?vid=6&hid=113&sid=d94660d3-c320-48ca-8b62- 8ca6697c1c37%40sessionmgr112&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=eric&AN=ED Dewey, J. (2008). Democracy and education. Virginia: Wilder Publications. Eshach, H. (1997). Inquiry-events as a tool for changing science teaching efficacy belief of kindergarten and elementary school teachers. Journal of Science Education and Technology, 12, Retrieved from JSTOR. Glassman, M. (2001). Dewey and Vygotsky: Society, experience, and inquiry in educational practice. Educational Researcher, 30 (4), Retrieved from JSTOR. Henderson, T., & David, A. (2007). Integration of play, learning, and experience: What museums afford young visitors. Early Childhood Education journal, 35 (3), DOI /s

References Hohloch, J. M., Grove, N., & Bretz, S. L. (2007). Pre-service teacher as researcher: The value of inquiry in learning science. Journal of Chemical Education, 84 (9), (EJ820789). Retrieved from Lawson, A., & Renner, J. (1975). Piagetian theory and biology teaching. The American Biology Teacher, 37 (6), Lee, O. (2002). Promoting scientific inquiry with elementary students from diverse cultures and languages. Review of Research in Education, 26, Marshall, J. A., & Dorward, J. T. (2000). Inquiry experiences as a lecture supplement for preservice elementary teachers and general education students. American Association of Physics Teachers, 68. Retrieved from Mason, J. (1963). The direct teaching of critical thinking in grades four through six. Journal of Research in Science Teaching, 1 (4). Retrieved from ERIC. proxy.brooklyn.cuny.edu:2048/PDFS/ED pdfhttp:// proxy.brooklyn.cuny.edu:2048/PDFS/ED pdf Oliveria, A. W. (2009). ‘‘Kindergarten, can I have your eyes and ears?’’ politeness and teacher directive choices in inquiry-based science classrooms. Cultural study of science education, 4, DOI /s Poon, C., Tan, D., & Tan, A. (2009). Classroom management and inquiry-based learning: Finding the balance. Science Scope, 32 (9), (EJ850038). Retrieved from proxy.brooklyn.cuny.edu:2048/hww/results/external_link_maincontentframe.jhtml?_DARGS=/hww/results/results_ common.jhtml.43

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