ANALYZING THE EFFECTS OF INQUIRY-BASED INSTRUCTION ON THE  LEARNING OF ATMOSPHERIC SCIENCE AMONG PRE-SERVICE TEACHER EDUCATION STUDENTS

Robert James Ruhf

A dissertation submitted in partial fullfillment for the degree of Doctor of Philosophy
Mallinson Institute for Science Education
Western Michigan University
Kalamazoo, MI 49008
December 2006.

This document is a doctoral dissertation:
December 2006
Full Text (.pdf file)

ABSTRACT. This study tested whether or not pre-service teacher education students enrolled in inquiry-based earth science courses gained more thorough knowledge, comprehension, and application proficiencies with regard to atmospheric science concepts included in the Michigan Curriculum Framework for Science Education--the content standards of the Michigan State Board of Education for K-12--than did pre-service teacher education students enrolled in a traditionally-based earth science lecture/laboratory course.  Content proficiencies and predispositions to atmospheric science among students were tested at the beginning of the semester (the pretest) and again at the end of the semester (the posttest).  A sample of students participated in post-test interview sessions designed to examine in depth their dispositions toward atmospheric science.  Classroom observation data related to the behavior of both students and instructors were collected and were later coded and analyzed using a lesson observation instrument that was based on Michigan and national teaching and learning standards and had an orientation toward inquiry and investigative approaches to learning.  Analysis of the pretest/posttests revealed that students in the traditional course demonstrated gains in knowledge and comprehension of content that resulted in statistically significant improvements on the overall posttest scores.  Students in the inquiry-based courses accomplished some improvements in knowledge, comprehension and application proficiencies that did not result in statistically significant improvements on the overall posttest scores.  The analysis of data suggests that the traditional course was more effective in preparing pre-service teachers consistent with the Michigan Curriculum Framework.  The interpretation of the classroom observations and the interview sessions revealed that the inquiry-based courses were not fully consistent with national and state standards, included activities that did not adequately use investigative procedures, and lacked several major content areas outlined by the Michigan Curriculum Framework on which the pretest/posttest was based.