Examining the Effects of Model-Based Inquiry on Conceptual understanding and Engagement in Science

Baze, Christina L. (2017) Examining the Effects of Model-Based Inquiry on Conceptual understanding and Engagement in Science. Masters thesis, Northern Arizona University.

Text Baze_C_Examining_effects_model_based_inquiry.pdf Restricted to Repository staff only Download (4MB) | Request a copy

Abstract

Model-Based Inquiry (MBI) is an instructional model which engages students in the scientific practices of modeling, explanation, and argumentation while they work to construct explanations for natural phenomena. This instructional model has not been previously studied at the community college level. The purpose of this study is to better understand how MBI affects the development of community college students’ conceptual understanding of evolution and engagement in the practices of science. Mixed-methods were employed to collect quantitative and qualitative data through the multiple-choice Concepts Inventory of Natural Selection, student artifacts, and semi-structured interviews. Participants were enrolled in Biology Concepts, an introductory class for non-science majors, at a small, rural community college in the southwestern United States. Preliminary data shows that conceptual understanding is not adversely affected by the implementation of MBI, and that students gain valuable insights into the practices of science. Specifically, students who participated in the MBI intervention group gained a better understanding of the role of models in explaining and predicting phenomena and experienced feeling ownership of their ideas, an appropriate depth of thinking, more opportunities for collaboration, and coherence and context within the unit. Implications of this study will be of interest to postsecondary science educators and researchers who seek to reform and improve science education.

Item Type:	Thesis (Masters)
Publisher’s Statement:	© Copyright is held by the author. Digital access to this material is made possible by the Cline Library, Northern Arizona University. Further transmission, reproduction or presentation of protected items is prohibited except with permission of the author.
Keywords:	Argumentation; Explanation; Model-based inquiry; Modeling; Postsecondary education;
Subjects:	L Education > L Education (General)
NAU Depositing Author Academic Status:	Student
Department/Unit:	Graduate College > Theses and Dissertations College of Engineering, Forestry, and Natural Science > Center for Science Teaching and Learning
Date Deposited:	10 Jan 2018 18:00
URI:	http://openknowledge.nau.edu/id/eprint/4932

Actions (login required)

IR Staff Record View

Downloads