AND STUDENT COGNITIVE AND AFFECTIVE BEHAVIORAL CHANGE

Examination of the learning situation might suggest that if students are exposed to situations focusing on inquiry and student involvement, certain changes should occur in student cognitive and affective behaviors as a result of interacting with the strategies of inquiry of a curriculum. From the curriculum materials of "Science A Process Approach " four strategies of inquiry in science were selected for evaluation: classifying. observing, using number relations, and recognizing and using space/time relations. A sample o ' 95 fourth, fifth, and sixth grade students received five months of instruction in the strategies of inquiry. Analysis indicated that the most efficient strategy of inquiry for bringing about behavioral change was that of using numbers, followed by "classifying, " "space/time relations, " and "observing. " There appeared to be no consistent pattern among grades and no sex differences in the relationship of the strategies of inquiry to behavior change. Apparently no single strategy of inquiry in sdence can be used to predict behavioral change in all of the behavioral criteria