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Middle-School Science Through Design-Based Learning versus Scripted Inquiry

"This paper contrasted performance overall and by gender, ethnicity, and SES for middle school students learning science through traditional scripted inquiry versus a design-based, systems approach, in which students designed and built electrical alarm systems to learn electricity concepts over a 4-week period using authentic engineering design methods. The contrast study took place in the 8th grade of an urban, public school district, with the systems approach implemented in 26 science classes (10 teachers and 587 students) and the scripted inquiry approach implemented in contrast group of 20 science classes (5 teachers and 466 students). The results suggest that a systems design approach for teaching science concepts has superior performance in terms of knowledge gain achievements in core science concepts, engagement, and retention when compared with a guided inquiry approach. The systems design approach was most helpful to low-achieving African American students."

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