Dissertation/Thesis Abstract

Can guided inquiry based labs improve performance in data analysis and conclusion synthesis in sixth grade life science?
by Moore, Melonie Ann, M.Ed., University of Central Florida, 2009, 123; 1472162
Abstract (Summary)

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.

Indexing (document details)
Advisor: Dixon, Juli K.
School: University of Central Florida
School Location: United States -- Florida
Source: MAI 48/02M, Masters Abstracts International
Subjects: Mathematics education, Science education
Publication Number: 1472162
ISBN: 978-1-109-48232-4
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