A Comparison of Student Learning in STS vs Those in Directed Inquiry Classes

Fifteen experienced grade 5-10 teachers each taught two sections of students – one with an STS approach and one following closely the curriculum with a “directed inquiry” approach. Data were collected from five teaching and assessment domains from the two classes. These include: science concepts, science process skills; creativity, attitudes, applications of concept and processes in new contexts. There was no difference found in assessing in the concept domain. In all the other four domains student outcomes were significantly higher for students in the STS sections