Using interactive science notebooks to enhance science instruction

Abstract

Implementation of interactive science notebooks using an inquiry approach into elementary classrooms was the topic of this research project. The term interactive comes from the interaction that occurs when using the notebooks with peers and instructor. Two groups of second grade students were used to conduct the research. Units on the topics of matter and weather were taught to each group. One group was taught using science notebooks receiving inquiry based instruction, while the other class was taught using a lecture format without the use of science notebooks. The research concluded that students who used science notebooks with inquiry instruction showed greater gains than those who did not.