Academic achievement, Direct instruction, Inquiry based learning, Motivation in education, Science -- Study and teaching (Middle school), Short term memory
Currently, a debate exists between the strengths and weaknesses of direct and inquiry instruction. Inquiry instruction is related to positive effect on learner motivation whereas supporters of direct instruction point to its ability to adequately support learners’ working memories (Hmelo-Silver, Duncan, & Chinn, 2007; Kirschner, Sweller, & Clark, 2006; Kuhn, 2007; Sweller, 1988). This study examined the possibility of combining the best features of both inquiry and direct instruction by sequencing them together. A two-part lesson on electrical circuits was presented in three separate sequences of instruction to middle school students to determine if differences in student motivation and academic achievement emerge depending on whether a guided inquiry lab followed or preceded direct instruction. Results indicated equal levels of perceived competence by students across all instructional sequences and greater interest/enjoyment and perceived autonomy support when the instructional sequence began with a guided inquiry lesson. No significant differences in achievement were reported among the sequences.
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Master of Arts (M.A.)
College of Education
Teaching, Learning, and Leadership
Applied Learning and Instrucation
Length of Campus-only Access
Masters Thesis (Open Access)
Dissertations, Academic -- Education, Education -- Dissertations, Academic
Wiede, Jamie Vander, "Direct, Hands-on Or Inquiry Instruction A Study Of Instructional Sequencing And Motivation In The Science Classroom" (2011). Electronic Theses and Dissertations. 1809.