Article detail · 2007
Comparing an Inquiry based Approach known as the Science Writing Heuristic to Traditional Science Teaching Practices Are there differences
- Year
- 2007
- Type
- article
Data source split
- YÖKSİS YÖKSİS article record
- YÖKSİS venue International Journal of Science Education
- Catalog match (ISSN) International Journal of Science Education
- OpenAlex OpenAlex enrichment (abstract, citations, topics)
Abstract
OpenAlex · English
Many state and federal governments have mandated in such documents as the National Science Education Standards that inquiry strategies should be the focus of the teaching of science within school classrooms. The difficult part for success is changing teacher practices from perceived traditional ways of teaching to more inquiry‐based approaches. Arguments are often made about the effectiveness of these traditional strategies. The purpose of this study was to compare the effectiveness of the inquiry‐based approach known as the Science Writing Heuristic approach as a treatment to traditional teaching practices on students' post‐test scores in relation to students' achievement level and teacher's implementation of the approach. A mixed‐method research approach was used to analyze the teacher observational data and students' test results. The major findings of this study are that the quality of the implementation does have an impact on student performance on post‐test scores and that high‐quality implementation of the Science Writing Heuristic approach has significant advantages in closing the achievement gap within science classrooms.
Topics
Citations
OpenAlex cited_by_count. Not a WoS or Scopus citation count; those sources have no separate column here.
227 citations
OpenAlex cited_by_count (cache / database)
42 publications in the local catalog that cite this work (OpenAlex reference match; not the full global list).
- The Effect of Guided Inquiry Laboratory Experiments on Science Education Students Chemistry Laboratory Attitudes Anxiety and Achievement 2016
- Aligning Teaching to Learning A 3 Year Study Examining the Embedding of Language and Argumentation into Elementary Science Classrooms 2016
- Developing critical thinking skills in the thinking‑discussion‑writingcycle: the argumentation‑based inquiry approach 2020
- The effect of practices based on argumentation-based inquiry approach on teacher candidates' critical thinking 2021
- The effect of practices based on argumentation-based inquiry approach on teacher candidates’ critical thinking 2021
- The Effect of Argumentation-Based Science Teaching Approach on8th Graders’ Learning in the Subject of Acids-Bases, theirAttitudes towards Science Class and Scientific Process Skills 2020
- Role of teacher-related factors and educational resources in science literacy: An international perspective 2020
- Role of teacher-related factors and educational resources in science literacy: An international perspective 2020
- The Effect of Common Knowledge Construction Model-Based Instruction on 7th Grade Students’ Academic Achievement and Their Views about the Nature of Science in the Electrical Energy Unit at Schools of Different Socio-economic Levels 2020
- Comparison of the Quality of Written Scientific Arguments in Different Laboratory Environments 2022