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Middle-school science through design-based learning versus scripted. Inquiry: Better overall science concept learning and equity gap reduction

Mehalik, MM and Doppelt, Y and Schuun, CD (2008) Middle-school science through design-based learning versus scripted. Inquiry: Better overall science concept learning and equity gap reduction. Journal of Engineering Education, 97 (1). 71 - 85. ISSN 1069-4730

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Abstract

This paper contrasts performances overall and by gender, ethnicity, and socioeconomic status (SES) for middle school students learning science through traditional scripted inquiry versus a design-based, systems approach. Students designed and built electrical alarm systems to learn electricity concepts over a fourweek period using authentic engineering design methods. The contrast study took place in the eighth grade of an urban, public school district, with the systems approach implemented in 26 science classes (10 teachers and 587 students) and the scripted inquiry approach implemented in inquiry groups of 20 science classes (five teachers and 466 students). The results suggest that a systems design approach for teaching science concepts has superior performance in terms of knowledge gain achievements in core science concepts, engagement, and retention when compared to a scripted inquiry approach. The systems design approach was most helpful to low-achieving African American students.


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Details

Item Type: Article
Status: Published
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Mehalik, MM
Doppelt, Y
Schuun, CD
Centers: Other Centers, Institutes, Offices, or Units > Learning Research & Development Center
Date: 1 January 2008
Date Type: Publication
Journal or Publication Title: Journal of Engineering Education
Volume: 97
Number: 1
Page Range: 71 - 85
DOI or Unique Handle: 10.1002/j.2168-9830.2008.tb00955.x
Schools and Programs: Dietrich School of Arts and Sciences > Psychology
Refereed: Yes
ISSN: 1069-4730
Date Deposited: 19 Aug 2014 14:51
Last Modified: 10 Oct 2021 03:55
URI: http://d-scholarship.pitt.edu/id/eprint/22728

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