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Training Master's‐Level Graduate Students to Use Inquiry Instruction to Teach Middle‐Level and High‐School Science Concepts
Author(s) -
Gilman Sharon Larimer,
Hitt Austin M.,
Gilman Craig
Publication year - 2015
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/ssm.12116
Subject(s) - mathematics education , plan (archaeology) , middle level , scale (ratio) , lesson plan , science education , psychology , graduate students , medical education , pedagogy , engineering , medicine , geography , work (physics) , mechanical engineering , cartography , archaeology
Through the GK ‐12 program of the N ational S cience F oundation, graduate student fellows in a coastal marine and wetland studies program were trained to present targeted science concepts to middle‐ and high‐school classes through their own research‐based lessons. Initially, they were taught to follow the 5‐E learning cycle in lesson plan development, but a streamlined approach targeting the three attributes of science concepts—macroscopic, model, and symbolic—was found to be a better approach, while still incorporating key facets of the 5‐E model. Evaluation of the level of inquiry in the classrooms was determined using an inquiry scale from 0 to 4, differentiated by the relative number of actions that are student‐centered. The graduate fellows consistently delivered lessons at the targeted levels 2 or 3, guided inquiry. In order to assess student learning, the GK ‐12 fellows were trained to develop single‐item pre‐ and post‐assessments designed to probe middle‐level and high‐school students' understanding of the macroscopic, model, and symbolic attributes of targeted science concepts. For the lessons based on the research of the fellows, about 80% of the students showed statistically and practically significant learning gains. The GK ‐12 fellows positively impact the classroom and are effective science ambassadors.

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