Professional Development through Inquiry By Gerald McCarthy. Teachers in Action. Broad Research Question :. Will Inquiry-based learning improve student achievement in science?. Specific Research Question.
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Professional Development through Inquiry
By Gerald McCarthy
Teachers in Action
Will Inquiry-based learning improve student achievement in science?
Will WebQuests help improve student achievement when learning about Magnets (Invisible Power)?
A WebQuest is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web.
WebQuest.org. Department of Educational Technology, San Diego State University. 2008. Retrieved 2013-03-12.
A Webquest is broken into 6 parts, as listed above.
I teach 3 classes of multiage grade ¾ science.
Conducted WebQuest with all 3 classes. All three classes were observed but data were collected only from my class
Class size for 3 classes was 18, 19 and 19 students.
Research WebQuests(Google/scholarly articles);
Send home permission slips;
Give students survey about their learning style in science;
Show students some already created science Webquests to get them use to the routine;
Buy resources I needed for magnets;
Do pre-test on Magnetism.
Create and upload WebQuest online: http://www.k12.nf.ca/woodlandelem/WebQuest/Action%20Research/Magnets/Magnets.html
Have students do the WebQuest on Magnetism that I designed, take video clips and pictures;
Evaluate students’ assessments (worksheet, poster);
Do post-test on Magnetism;
Science Learning Survey
I had students do a pre and post learning survey to see how they liked to learn science, determine if their feelings changed about the way they learn science and also to get a better understanding of my students.
The first percentage is the pre-survey and the second percentage is the post-survey.
I like to figure out things?
Most students liked to figure out things both before and after the webquest. During survey I explained what “figure out things” meant.
2.I work better on my own?
More students, after the WebQuest, did not want to work on their own.
Students enjoyed creating the posters. I used a rubric to score, which was also on the Webquest website.
Magnetism Pre and Post Quiz
Magnetism Pre and Post Quiz
The class average of the pre-quiz was 63%.
The class average of the post-quiz was 88%.
The conclusion is that students learned from the Webquest.
Jack & Michael
Sholanda & Madison
Kaitlyn & Kyla
Lydia, Hannah & Amy
Cole, Steven & Jules
Jamianna & Amelia
In conclusion, based on the data, student observations and interviews, students did achieve more in science using webquests.