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The relationships among some components of student-centred inquiry methods and students' perceptions of the outcomes of biology teaching

  • Sequencing and Inquiry/Discovery Studies
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Conclusions

The results of this study suggest that an analytic approach to classroom research is worth pursuing. It was found possible to identify and measure components of “student-centred inquiry” teaching which were not highly intercorrelated. It was also found that these components were differentially related to student outcomes. It would be desirable to establish whether the same relationships hold in different educational situations or when different measures are used. In particular, the relationships between teacher-pupil relationships and affective outcomes and between student decision making and cognitive process outcomes seem worthy of further investigation.

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References

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Authors
  1. Effie D. Best
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Additional information

This paper is based on work done at The Ohio State University in partial fulfilment of requirements for the Ph.D. Particular acknowledgement is given to the author's advisor, Dr Robert W. Howe, for his encouragement and guidance.

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Best, E.D. The relationships among some components of student-centred inquiry methods and students' perceptions of the outcomes of biology teaching. Research 1, 47–57 (1971). https://doi.org/10.1007/BF02558517

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  • DOI: https://doi.org/10.1007/BF02558517

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