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DIRECT, HANDS-ON OR INQUIRY INSTRUCTION: A STUDY OF INSTRUCTIONAL SEQUENCING AND MOTIVATION IN THE SCIENCE CLASSROOM

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Date Issued:
2011
Abstract/Description:
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.
Title: DIRECT, HANDS-ON OR INQUIRY INSTRUCTION: A STUDY OF INSTRUCTIONAL SEQUENCING AND MOTIVATION IN THE SCIENCE CLASSROOM.
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Name(s): Vander Wiede, Jamie, Author
Gill, Michele, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2011
Publisher: University of Central Florida
Language(s): English
Abstract/Description: 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.
Identifier: CFE0003902 (IID), ucf:48737 (fedora)
Note(s): 2011-08-01
M.A.
Education, School of Teaching Learning and Leadership
Masters
This record was generated from author submitted information.
Subject(s): direct instruction
inquiry instruction
sequencing
motivation
working memory
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0003902
Restrictions on Access: public
Host Institution: UCF

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