Promoting inquiry-learning through the use of interactive science notebooks in seventh grade life science

Abstract

The purpose of this study was to determine if the use of interactive science notebooks in a high school setting would enrich student learning and performance on Next Generation Science Standards, Idaho state Common Core ELA standards, and content objectives in Environmental Science. Four sections of students, totaling 99, were used in the study. Two sections worked for eight weeks on two curricular units using the ISN, while two sections continued using autonomous methods already in place from the previous semester. All students participated in pre- and post-testing of content objectives and constructed response items, and took a Likert survey to measure attitudinal/motivational differences between the groups. Results suggest use of the interactive science notebook led to gains in student scores on constructed response items, but significant differences in performance on the post-tests do not demonstrate increases in student achievement related to the use of the ISNs. There was also no demonstrable effect on student attitudes toward science.