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The results revealed that: the learners' scientific thinking was found 4 aspects of abilities: 1) inquiry, 2) analysis, 3) inference, and 4) argument.
We designed the inquiry of these lessons to be guided and structured to be classified somewhere as a level 0 to level 1 inquiry using Schwab's classification system (Schwab 1962).
Based on the above conceptual framework, a level 1 inquiry (Rezba et al. 1999), also called confirmatory inquiry (Bell et al. 2005), means that students follow mainly predetermined steps for the search, evaluation, and reasoning phases albeit with focus on finding solutions for a specific driving question that their teacher determines.
We hypothesized that our lessons would allow early elementary students to achieve the selected science standards because our lessons would induce high levels of student engagement through (1) inquiry; (2) the application of prior knowledge; and (3) the development of models, which have been reported to be effective for teaching young learners science.
The four treatment conditions were as follows: 1) inquiry instruction with homogeneous collaborative groups, 2) inquiry instruction with heterogeneous collaborative groups, 3) didactic instruction with homogeneous collaborative groups, and 4) didactic instruction with heterogeneous collaborative groups (see Table 1).
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com