Comparison of the effects of inquiry-based cooperative learning and demonstrations in science education

The reported research project involved studying how teaching science using demonstrations, inquiry-based cooperative learning groups, or a combination of the two methods affected sixth grade students’ understanding of air pressure and density. Three different groups of students were each taught the two units using different teaching methods. Group one learned about the topics through both demonstrations and inquirybased cooperative learning, whereas group two only viewed demonstrations, and group three only participated in inquiry-based learning in cooperative learning groups. The study was designed to answer the following two questions: 1. Which teaching strategy works best for supporting student understanding of air pressure and density: demonstrations, inquirybased labs in cooperative learning groups, or a combination of the two? 2. And what effect does the time spent engaging in a particular learning experience (demonstrations or labs) have on student learning? Overall, the data did not provide sufficient evidence that one method of learning was more effective than the others. The results also suggested that spending more time on a unit does not necessarily equate to a better understanding of the concepts by the students. Implications for science instruction are discussed.

THE EFFECTS OF MODELING INSTRUCTION ON STUDENT LEARNING OF A NEWTONIAN FORCE CONCEPT

This study explores the effects of modeling instruction on student learning in physics. Multiple representations grounded in physical contexts were employed by students to analyze the results of inquiry lab investigations. Class whiteboard discussions geared toward a class consensus following Socratic dialogue were implemented throughout the modeling cycle. Lab investigations designed to address student preconceptions related to Newton’s Third Law were implemented. Student achievement was measured based on normalized gains on the Force Concept Inventory. Normalized FCI gains achieved by students in this study were comparable to those achieved by students of other novice modelers. Physics students who had taken a modeling Intro to Physics course scored significantly higher on the FCI posttest than those who had not. The FCI results also provided insight into deeply rooted student preconceptions related to Newton’s Third Law. Implications for instruction and the design of lab investigations related to Newton’s Third Law are discussed.