Keywords
science inquiry, process skills
Abstract
Desiring to examine the performance of science process skills such as data analysis and conclusion synthesis in sixth grade Life Science students, I used an inquiry strategy called "guided inquiry" in a series of six laboratory assignments during the normal county-mandated order of instruction for Life Science. I based my analysis upon these laboratory exercises, a survey of student attitudes towards science done before the study began and after the study completed, an assessment of inquiry understanding done before and after the study was finished, routine material tests, and a science final class evaluation done after the study was finished. Emphasis was placed upon examining the content of the laboratory reports which required students to analyze their experiments and draw a conclusion based upon their findings. The study found that while most students did grasp the desired scientific principles the labs were designed to teach, they had difficulty in formulating a structured and detailed account of their experiences without guidance. The study helped to further understanding of student performance and learning in science process skills such as data analysis and conclusion synthesis.
Notes
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Graduation Date
2009
Advisor
Everett, Robert
Degree
Master of Education (M.Ed.)
College
College of Education
Department
Teaching and Learning Principles
Degree Program
K-8 Mathematics and Science Education
Format
application/pdf
Identifier
CFE0002807
URL
http://purl.fcla.edu/fcla/etd/CFE0002807
Language
English
Release Date
September 2009
Length of Campus-only Access
None
Access Status
Masters Thesis (Open Access)
STARS Citation
Moore, Melonie, "Can Guided Inquiry Based Labs Improve Performance In Data Analysis And Conclusion Synthesis In Sixth Grade Life Science?" (2009). Electronic Theses and Dissertations. 4144.
https://stars.library.ucf.edu/etd/4144