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THE RELATIONSHIP BETWEEN INQUIRY TEA...

CHERMAK, JEROME STEVEN.

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THE RELATIONSHIP BETWEEN INQUIRY TEACHING PROCESS AND STUDENT ACHIEVEMENT IN ADVANCED PLACEMENT AMERICAN HISTORY CLASSES.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	THE RELATIONSHIP BETWEEN INQUIRY TEACHING PROCESS AND STUDENT ACHIEVEMENT IN ADVANCED PLACEMENT AMERICAN HISTORY CLASSES./
作者:	CHERMAK, JEROME STEVEN.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1981,
面頁冊數:	114 p.
附註:	Source: Dissertations Abstracts International, Volume: 42-07, Section: A.
Contained By:	Dissertations Abstracts International42-07A.
標題:	Curricula. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8126688

THE RELATIONSHIP BETWEEN INQUIRY TEACHING PROCESS AND STUDENT ACHIEVEMENT IN ADVANCED PLACEMENT AMERICAN HISTORY CLASSES.
CHERMAK, JEROME STEVEN.

THE RELATIONSHIP BETWEEN INQUIRY TEACHING PROCESS AND STUDENT ACHIEVEMENT IN ADVANCED PLACEMENT AMERICAN HISTORY CLASSES. - Ann Arbor : ProQuest Dissertations & Theses, 1981 - 114 p.

Source: Dissertations Abstracts International, Volume: 42-07, Section: A.

Thesis (Educat.D.)--Boston University School of Education, 1981.

This item must not be sold to any third party vendors.

The purpose of this study was to explore the relationship between selected social studies teaching methods and the development of student inquiry skills at the secondary level. Inquiry skills were defined as those abilities which enable the student to develop and test relationships in hypothesis form (Beyer, 1971). Teaching methodologies were measured in Advanced Placement (AP) American History classes by a teacher checklist instrument developed by the researcher. The checklist differentiated those instructors who emphasized directed discovery methods, based on the model by Fenton (1967), from those instructors who emphasized expository methods. The Carnegie Skills Test (CST) and the College Board's AP Examination in American History were used as criterion measures for inquiry skills. The relationship between teacher attitudes toward inquiry-based teaching methods and the implementation of those methods in the classroom was also investigated. The following major hypotheses identified for this study were: (1) There will be a positive relationship between teacher attitude toward the directed discovery method and implementation of the method in the classroom. (2) There will be a positive relationship between student exposure to the directed discovery method and student gains in the ability to use the social scientist's mode of inquiry as measured by the Carnegie Skills Test. (3) There will be a positive relationship between student exposure to the directed discovery method and student success on the Advanced Placement Examination in American History. Correlational procedures were used to explore these three major hypotheses. First, a correlation was made between teachers' attitudes toward inquiry instruction and their implementation of the method in the classroom. Secondly, correlations were made between student exposure to directed discovery methods and their performance on the following criterion measures: CST, AP multiple choice section, and the AP document-based question (DBQ), a written exercise in historical interpretation. All hypotheses were tested by Pearson Product-Moment Correlations. Twenty-four secondary schools participated in the study. They were randomly selected from a population of 165 schools offering AP American History classes in Massachusetts, Connecticut, and Rhode Island. Four hundred forty-one students were pretested in September 1979 and 290 students took the AP Examination in May 1980. The CST was administered as a posttest during the two weeks following the AP Examination. All testing was done by AP instructors at their respective schools. The results of this study confirmed Bruner's theory that students could be taught to use analytical skills through an inquiry mode of instruction. Students who received more inquiry instruction scored significantly higher on the APP's document-based question as measured by the teacher checklist than did their counterparts who received less inquiry instruction. There were no significant correlations between inquiry teaching process and student performance on the Carnegie Skills Test nor on the higher cognitive level multiple choice questions. It was suggested that since AP instructors were more concerned with the factual than the hypothetical nature of history, their students did not have a substantial opportunity to work with the social scientist's mode of inquiry which is the primary process tested through the Carnegie Skills Test. The correlation between teacher attitudes toward inquiry teaching and the implementation of the inquiry method in the classroom was also nonsignificant suggesting that teachers' classroom practice did not match their self-perceptions.Subjects--Topical Terms:

3422445
Curricula.

THE RELATIONSHIP BETWEEN INQUIRY TEACHING PROCESS AND STUDENT ACHIEVEMENT IN ADVANCED PLACEMENT AMERICAN HISTORY CLASSES.
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520 $a The purpose of this study was to explore the relationship between selected social studies teaching methods and the development of student inquiry skills at the secondary level. Inquiry skills were defined as those abilities which enable the student to develop and test relationships in hypothesis form (Beyer, 1971). Teaching methodologies were measured in Advanced Placement (AP) American History classes by a teacher checklist instrument developed by the researcher. The checklist differentiated those instructors who emphasized directed discovery methods, based on the model by Fenton (1967), from those instructors who emphasized expository methods. The Carnegie Skills Test (CST) and the College Board's AP Examination in American History were used as criterion measures for inquiry skills. The relationship between teacher attitudes toward inquiry-based teaching methods and the implementation of those methods in the classroom was also investigated. The following major hypotheses identified for this study were: (1) There will be a positive relationship between teacher attitude toward the directed discovery method and implementation of the method in the classroom. (2) There will be a positive relationship between student exposure to the directed discovery method and student gains in the ability to use the social scientist's mode of inquiry as measured by the Carnegie Skills Test. (3) There will be a positive relationship between student exposure to the directed discovery method and student success on the Advanced Placement Examination in American History. Correlational procedures were used to explore these three major hypotheses. First, a correlation was made between teachers' attitudes toward inquiry instruction and their implementation of the method in the classroom. Secondly, correlations were made between student exposure to directed discovery methods and their performance on the following criterion measures: CST, AP multiple choice section, and the AP document-based question (DBQ), a written exercise in historical interpretation. All hypotheses were tested by Pearson Product-Moment Correlations. Twenty-four secondary schools participated in the study. They were randomly selected from a population of 165 schools offering AP American History classes in Massachusetts, Connecticut, and Rhode Island. Four hundred forty-one students were pretested in September 1979 and 290 students took the AP Examination in May 1980. The CST was administered as a posttest during the two weeks following the AP Examination. All testing was done by AP instructors at their respective schools. The results of this study confirmed Bruner's theory that students could be taught to use analytical skills through an inquiry mode of instruction. Students who received more inquiry instruction scored significantly higher on the APP's document-based question as measured by the teacher checklist than did their counterparts who received less inquiry instruction. There were no significant correlations between inquiry teaching process and student performance on the Carnegie Skills Test nor on the higher cognitive level multiple choice questions. It was suggested that since AP instructors were more concerned with the factual than the hypothetical nature of history, their students did not have a substantial opportunity to work with the social scientist's mode of inquiry which is the primary process tested through the Carnegie Skills Test. The correlation between teacher attitudes toward inquiry teaching and the implementation of the inquiry method in the classroom was also nonsignificant suggesting that teachers' classroom practice did not match their self-perceptions.
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