Boost inquiry skills with reading and reflection

Scientific inquiry is important. The Organisation for Economic Co-operation and Development asserts that evaluating and designing scientific inquiry is an essential competency for a science-literate person. Scientific inquiry competence is required to evaluate reports of findings and appraise scientific investigations. It involves formulating hypotheses, understanding variables and designing experiments.

In a recent study, Yu-Jan Tseng and colleagues found that asking students to read scientific articles and reflect on the experimental designs improved scientific inquiry skills. Following these exercises, students could better form researchable questions and plan experimental procedures.

The researchers investigated the impact of different reading strategies on scientific inquiry performance. They also examined the relationship between students’ evaluative reflection and inquiry capabilities. They divided 134 Taiwanese high school students into two experimental groups (EG1 and EG2), and a comparison group (CG). The study took six weeks, and students completed a pre-test at the end of the first period of the study, a post-test at the end, and a further delayed post-test six months later.

Thought bubbles

During the first week, the researchers gave both experimental groups reading material about the study of bubble dynamics in sparkling water. The students completed tasks associated with the reading. In week two, experimental group students practised divergent thinking, which involved the teacher sharing student-generated pictorial illustrations based on the reading. Students then thought about the factors that cause bubbles in soft drinks. During week three, they formed researchable questions relating to the topic, sharing thoughts about the purpose of an experiment and predicting the result. The students designed an experiment to test their hypothesis in week four, which they then presented to peers during weeks five and six.

The researchers provided EG1 students with opportunities to engage in reflective evaluation at various stages. These included asking themselves and others questions, and providing written feedback on experimental designs towards the end of the intervention. The teacher supported evaluative reflection by posing key questions eliciting discussion and prompting students to revise their thinking. Recognition of variables in designing experimental procedures was emphasised for EG2 students.

The performance tests provided students with text outlining the context of an experiment, an equipment list and an experimental method. Students answered questions relating to the purpose of the experiment, the control variables and the result.

Students in both EGs outperformed those in the CG in scientific inquiry. They were also better at forming a researchable question and experimental design. It was also noteworthy that students with stronger evaluative reflection skills outperformed their counterparts on experimental design.