CAN INQUIRY-BASED INSTRUCTION IMPROVE STUDENT'S UNDERSTANDING OF THE NATURE OF SCIENCE?

This action research study investigated if inquiry-based instruction can improve students’ understanding of the nature of science (NOS)—two instructors participated. Students, from a college-level earth/physical science class, conducted six to eight student-centered labs that investigated topics such as stream erosion, seasons, and tides. Students independently posed questions, collected evidence, formulated conclusions, shared findings, and made connections to existing scientific evidence and literature. NOS tenets highlighted during inquiry instruction were: scientific knowledge 1) is based on observation, 2) is a creative endeavor, 3) is dynamic and subject to change, 4) and uses observations to explain the natural world. NOS elements emphasized less during inquiry instruction were scientific knowledge 5) aims toward simplicity and 6) differs from other ways of knowing (e.g. religion). A Likert-type NOS survey was given to students, which aligns with the same six NOS tenets described previously. One survey was given at the beginning semester and one at the end of the semester. Students’ initial mean score was 3.41 (n=41). At the end of the semester, students improved their understanding of NOS—their final mean score was 3.73 (n=38). For comparison, students from a lecture-based science class also took the NOS survey—they were not exposed to inquiry-based instruction. This groups’ initial mean score was 3.55 (n=43). At the end of the semester, students mean score decreased slightly to 3.53 (n=40). Thus, the control groups’ understanding of NOS changed little. These results suggest that inquiry-based instruction may improve students understanding of NOS.