Inquiry-based Teaching vs. Direct Instruction: Should they be done in isolation? Saima Naureen and Kay Jeffery Edu. 7201T Fall 2010

Table of Contents Introduction Statement of the Problem Literature Review Statement of the Hypothesis

Statement of the Problem There exists research done by professional educators and theorists who posit statements and provide evidence in support of both the inquiry method and direct instruction method of teaching science. Private school X, located in New York City urban area, has been implementing the direct method of teaching for years. This method has not resulted in significant improvement in the children’s Stanford Examination test scores. It was noted that the children also become teacher dependent. We strongly feel that merging an inquiry-based curriculum with the direct instruction strategy should help to improve the student’s performance and foster an independent learning style.

Literature Review Theorists who inspired researchers and practitioners to adapt inquiry-based method of teaching/learning are John Dewey, Piaget, Montessori, and Bruner (Vandervoor, 1983; Glassman, 2001; Chiapetta & Collette 1973; Hohloch, J. M., et. al., 2007; Al- Sabbagh, S., 2009; Qablan, A., et. al., 2009). Theorists who inspired practitioners to adapt content oriented curricula that embrace the direct instruction method of teaching are Skinner and Thorndike (Skinner, 1967).

Literature Review (cont’d) Theorist who inspired researchers and practitioners to adapt both inquiry-based and direct instruction methods of teaching is Vygotsky (Glassman, 2001). Other researchers who advocate using both methods simultaniously are Chiapetta & Collette, 1973; Poon, C., et. al., 2009; Marshall, J. A., 2000; Oliveria, A. W., 2009; Robertson, B., 2007.

Statement of the Hypothesis We hypothesize that the group that is taught using both methods – the inquiry and the direct instruction methods – will achieve greater performance and more independence in learning than the other two groups.