Evaluating different levels of inquiry in the science classroom

Abstract

Over the course of two weeks, five lessons were conducted; each lesson was designed with a different level of inquiry. The levels of inquiry ranged from completely student designed investigations, to completely book-driven lessons with little to no inquiry. The lessons and observations will focus on this primary question: 1. How does changing the levels of inquiry influence student achievement? 2. What is the effect of changing the levels of inquiry on student's attitudes towards science? 3. In what way does the use of a Scientific Investigation Matrix, which is used to aid in differentiating the levels of inquiry, improve the creation of inquiry based lessons?