1. Inquiry in the Science Classroom:
The E2020 Program
Weaver Group
Jason L. Steward

2. “Learning science is something that students do, not something that is done to them.”
(NRC, 1996)

3. Inquiry
Inquiry-based learning in the science classroom takes advantage of students’ innate curiosity
Students are encouraged to devise their own experiments to test their scientific questions
Students are given chances to refine and repeat their experiments

4. Elements of Inquiry Observation Questioning Experimental Design
Data Collection
Data Analysis
Repeating
Reporting/Peer Review

5. Research Goals
Devise instruments to quantify level of inquiry used in the classroom
Determine effectiveness of inquiry-based methods on student learning, interest, and motivation
Explore the effect of inquiry-based teaching methods on teacher/student attitudes
Identify possible barriers to the implementation of inquiry-based methods in the classroom
The utilization of both quantitative and qualitative methods in data collection

6. Background of the E2020 Program

7. Teachers working with scientists
Teachers are paired with experienced researchers from universities.
First-hand experience in laboratories to see scientific inquiry in action.
Teachers are able to see how the process of inquiry is initiated and carried-out in the real world.
Experiments with researcher-mentors carried out over a six-week period.

8. Summer Workshop
Workshops are used to further explore the use of inquiry in the classroom.
Teachers receive assistance on how to implement their ideas in the classroom.

9. Implementation in the classroom
Teachers and students work on project throughout school year
Inquiry is not a one-time learning experience; it is an ongoing process
Project can be related to the authentic research done during summer
Project based on students’ questions
Students should have ownership of the scientific questions to give context and make data collection more relevant (Moss, Abrams, and Kull).

10. Assessment Goals
Within the domain of inquiry-based education, categorize teachers based on the “amount” of inquiry used in the classroom.
Correlate student outcomes within teacher categories.
Attitude/Interest
Understanding of the scientific process
Variable manipulation within experimentation

11. Preliminary Assessment Trends 2001-2002 group
Attitude
Correlation of post-year student attitude scores (Likert scale) vs. teacher scores (frequency of activities the students observed in the classroom throughout the year)
“I like to figure out tough problems without anybody else’s help” (r =.986, p=.014)
“I will sometimes do more work than is required in science just because it is interesting” (r =.920, p=.080)
“What I learn in my science class is useful in everyday life” (r =.909, p=.091)
“Computers are useful in my science class” (r =.938, p=.062)

12. Preliminary Assessment Trends 2001-2002 group
Paired T-test on pretest and posttest attitude scores (Likert scale).
Posttests showed an increase in means for the following statements:
“I enjoy science” (p=.003)
“I will sometimes do more work than is required in science just because it is interesting” (p=.084)
“What I learn in my science class is useful in everyday life” (p=.012)
“It is important to me to do well in science class (p=.033)

13. Future Research E2020 Inquiry
group data will be analyzed to detect trends
Teacher interviews in April/May 2003
Inquiry
Study the utilization and occurrence of inquiry at the undergraduate and graduate levels