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  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
Comparison of Student Achievement Using Didactic, Inquiry-Based, and the Combination of Two Approaches of Science Instruction

Comparison of Student Achievement Using Didactic, Inquiry-Based, and the Combination of Two Approaches of Science Instruction

Foster, Hyacinth C.

Paperback

Biology

ISBN10: 1475029942
ISBN13: 9781475029949
Publisher: Createspace
Published: Nov 17 2011
Pages: 162
Weight: 0.86
Height: 0.35 Width: 8.50 Depth: 11.02
Language: English
Science educators and administrators support the idea that inquiry-based and didactic-based instructional strategies have varying effects on students' acquisition of science concepts. The research problem addressed, in this dissertation, whether incorporating the two approaches covered the learning requirements of all students in science classes, enabling them to meet state and national standards. Locally, the results indicated greater statistically significant differences in standardized laboratory scores for students who were taught using the combination of two approaches. Based on these results, biology instructors will gain new insights into ways of improving the instructional process. Social change may occur as the science curriculum leadership applies the combination of two instructional approaches to improve acquisition of science concepts by biology students.

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