Date of Award
Action Research Project
Master of Arts in Education
The purpose of this paper is to investigate the effects of a scientific inquiry-based curriculum on student understanding of evolution. The study involves students ages 15-17 enrolled in a general biology course at a large suburban high school in the United States. This unit uses various scientific inquiry methods, including student-led group work and technology-based virtual labs. The researcher used several data collection methods, including a pre-and post-unit assessment and student surveys. The goal was to use the data to assess student learning and student preference of inquiry activity. The results suggest that the unit successfully addressed student misconceptions regarding evolution and promoted student inquiry. The digital inquiry lab was found to be the least engaging for inquiry purposes. Further research is needed to assess other forms of inquiry using technology and how results translate when used with other biology units.
Downing, Rachel. (2022). The Effects of Scientific Inquiry Methodologies on Student Understanding of Evolution. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/467