Middle‐School Science Through Design‐Based Learning versus Scripted Inquiry: Better Overall Science Concept Learning and Equity Gap Reduction

M. Mehalik, Matthew; Doppelt, Yaron; D. Schuun, Christian

doi:10.1002/j.2168-9830.2008.tb00955.x

Public

Middle‐School Science Through Design‐Based Learning versus Scripted Inquiry: Better Overall Science Concept Learning and Equity Gap Reduction

Published in Journal of Engineering Education • Jan 1, 2008

Authors:

Matthew M. Mehalik

Yaron Doppelt

Christian D. Schuun

Abstract

Abstract This paper contrasts performances overall and by gender, ethnicity, and socioeconomic status (SES) for middle school students learning science through traditional scripted inquiry versus a design‐based, systems approach. Students designed and built electrical alarm systems to learn electric...

Subject

Mathematics education

Science education

Science learning

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