The article presents an assessment of the usefulness of design-oriented science education in developing scientific reasoning skills and gains on high-stakes tests. This is through refining and enhancing inquiry-oriented science and technology-supported science curriculum. This research makes use of the Astronomy Village (AV) software program designed by NASA. This software enables the students to carry out authentic and collaborative learning as they do investigations. It is with the use of this software program that enhancement of inquiry-oriented learning was put to test through the implementation of its curriculum in schools.
Design-based research is utilized to investigate gains and development of reasoning skills in the students in the course of implementing the Astronomy Village software program in the curriculum. The methodology first involved identification of an appropriate curriculum for the innovative technology. The experimental method made use of teachers and students in the Astronomy class to test the hypothesis of the study. Four quizzes were administered to the participants during the implementation. After the implementation the tests were re-administered to measure the gains throughout the implementation period. The results realized after the first implementation process underwent refinements that shaped the outcome of the second implementation. The results of the assessments were analyzed at the end of the whole process.
This study was a success first of all because it provides a good background to the main objectives of the activities that were undertaken. For instance it explains the meaning of inquiry-oriented learning and how the Astronomy Village is important in the science curriculum. The study presents empirical primary data collected from the classrooms during the implementation of the Astronomy Village curriculum. There was direct interaction with the participants. The data obtained was recorded and is subject to verification by the various test results that were obtained. Qualitative results obtained therefore have a high validity. The first and second implementation of the curriculum was adequate in achieving the objectives of the study. During the period, the quizzes administered went through adjustments so as to obtain more accurate and reliable results of the study. After the first implementation the results obtained were fundamental in making refinements to the process. It is these refinements that contributed significantly to the results that verified the hypothesis of the study.
The role of the teacher in the study was well defined by the study. As explained in the assessment processes, the teacher was even able to help the confused students to keep on track so as to achieve the objectives of the tests. This can be viewed in terms of the strengths of the research. With the teachers’ role being well defined and well undertaken, the results of the study improved in their validity in demonstrating the gains in the students during the implementation of the VA curriculum in the first and second phases.
The design of the study in such a way that adequate information was provided to the students before the AV investigation shows that there was enough preparation to keep the students focused on the main objectives of the inquiry. This can be considered to be strength because it contributed to the validity of the test results.
However, it is vital to mention the fact that students kept on ignoring the objectives of the inquiry and just did the tests to complete, which is a weakness in this particular study. This can be viewed to have altered the anticipated results of the study since it can be argued that the students were not aware of the inquiry.
In the study there lacked consistency especially in the second implementation process where a different school was chosen together with a different teacher. Perhaps the results would have differed if the same school was used during the first and second implementation of the AV curriculum. This affected the validity of the result though it was inevitable because of the fact that the first school was no longer offering the concerned subject to the students.
The second year of implementation saw the duration of student’s discussion over quizzes extend more than was the case during the first implementation of the Astronomy Village curriculum. The disengagement of students during feedback was also noted in the second implementation. The intervention of the teacher can be seen as a weakness in the process since the participants were not supposed to be helped to stay focus. This is especially an issue even after adequate background information and objectives were provided to the participants. In the light of the disengagement of students and the extension of the duration of discussions over quizzes, this study might not have achieved the intended results since there was too much indulgence by the teacher and this might have altered the results and hence compromising the validity of the tests.
Besides the weaknesses in the design and implementation process, this study managed to achieve results that indeed indicated that there were learning gains that were achieved in the participants. This is fundamental in providing evidence that inquiry-based curriculum can be enhanced using the appropriate technology so as to improve learning of sciences.
The authors of the article conclude that the environment for inquiry-based learning plays a very important role in raising high-stakes achievement. They argue that the environment must be supported for instance using the AV software technology. The results of the study have indeed verified that some gains were realized in the participating students after the first and second implementation of the curriculum. It is true that after the first implementation process, some lessons were learned that were instrumental in refinements in the second implementation of the curriculum. Through the refinements it was possible to prove the claims that had been earlier stated at the beginning of the study. The results of the study demonstrate that what has initially been thought about the goals of inquiry-oriented learning and the various gains of high stakes can indeed be realized without any conflict. (Gita et al 2006)
This study is important in enhancing other inquiry-oriented science curricular because what has been brought out of it can be used to justify how gains can be achieved using technological enhancements in the curriculum. The framework adopted by the study is one vital element that can be made use of in future related studies that can lead to innovation and improvements in the science curriculum in schools. Such studies can make significant contribution to how technology can be incorporated into the curriculum so as to improve the study of science and benefit students through the development of scientific skills and high –stake gains.
Reference
Gita Taasoobshirazi, Steven J. Zuiker, Kate T. Anderson, and Daniel T. Hickey, Enhancing Inquiry, Understanding, and Achievement in an Astronomy MultimediaLearning Environment Journal of Science Education and Technology, Vol. 15, No. 5.