A Comparison of Student Learning in STS vs Those in Directed Inquiry Classes

Abstract

Fifteen experienced grade 5-10 teachers each taught two sections of students –
one with an STS approach and one following closely the curriculum with a “directed
inquiry” approach. Data were collected from five teaching and assessment domains from
the two classes. These include: science concepts, science process skills; creativity,
attitudes, applications of concept and processes in new contexts. There was no difference
found in assessing in the concept domain. In all the other four domains student outcomes
were significantly higher for students in the STS sections.