Can Students’ Wilson (2010) Method: Quantitative Type of Quantitative: Validity ability to develop Hofstein (2005) Validity: Determine if Reliability Pre/Post Descriptive and better scientific Reigosa (2007) there are Dependability Test inferential questions be Middlecamp significant Bias assessmet Statistics Content improved through (2005) differences the use of Yerrick (2000) Rubric Dependent and experiential GaDOE Qualitative: scoring of Independent inquiry Look for student techniques? categorical and question repeating data Chi-Square Data: Cronbach’s Ordinal Alpha How receptive are Hofstein(2003) Method: Quantitative Type of Quantitative: Validity teachers and Wallace(2004) Validity: Determine if Reliability Survey students to Deters(2005) there are Dependability Descriptive and Prins(2008) Data: significant Bias inferential Construct practical work? differences Ordinal and Statistics Predictive interval Qualitative: Chi-Square Look for Cronbach’s categorical and repeating data Independent after data is aggregated How effective Gengarelly Method: Qualitative Type of Quantitative: Validity were the (2008) Validity: Determine if Reliability Interview implemented Abraharns are Dependability Coded for themes inquiry lessons; (2008) significant Bias Constuct and what are the Krajcik(2007) Data: differences recommendations Elliot (2008) qualitative for improvements? Qualitative: Look for categorical and repeating data Tenth grade students enrolled in physical science were divided into control and experimental groups. Data was collected from students with three instruments. Students from all groups answered multiple choice questions indicative of those asked on state exit exams. Secondly, students were asked to generate scientific questions in response to a prompt. The rubric generated for the purpose of scoring these questions may be found in the following table: 3.2 Question Assessment Rubric Assessment Rubric to Evaluate Scientific Questions
Can Students’ ability to develop better scientific questions be improved through the use of experiential inquiry techniques? Wilson (2010) Hofstein (2005) Reigosa (2007) Middlecamp (2005) Yerrick (2000) GaDOE Method: Pre/Post Test assessmet Rubric scoring of student question Data: Ordinal Quantitative Descriptive and inferential Statistics Dependent and Independent Chi-Square Cronbach’s Alpha Type of Validity: Content Quantitative: Determine if there are significant differences Qualitative: Look for categorical and repeating data Validity Reliability Dependability Bias How receptive are teachers and students to practical work? Hofstein(2003) Wallace(2004) Deters(2005) Prins(2008) Method: Survey Data: Ordinal and interval Quantitative Descriptive and inferential Statistics Chi-Square Cronbach’s Independent after data is aggregated Type of Validity: Construct Predictive Quantitative: Determine if there are significant differences Qualitative: Look for categorical and repeating data Validity Reliability Dependability Bias How effective were the implemented inquiry lessons; and what are the recommendations for improvements? Gengarelly (2008) Abraharns (2008) Krajcik(2007) Elliot (2008) Method: Interview Data: qualitative Qualitative Coded for themes Type of Validity: Constuct Quantitative: Determine if are significant differences Qualitative: Look for categorical and repeating data Validity Reliability Dependability Bias Tenth grade students enrolled in physical science were divided into control and experimental groups. Data was collected from students with three instruments. Students from all groups answered multiple choice questions indicative of those asked on state exit exams. Secondly, students were asked to generate scientific questions in response to a prompt. The rubric generated for the purpose of scoring these questions may be found in the following table: 3.2 Question Assessment Rubric Assessment Rubric to Evaluate Scientific Questions