The science education system currently in place in the United States does not adequately prepare students to compete well with international students. The development of new teaching methods is essential to ensure improvement of the system and provide its students with better scholastic achievements and employment opportunities. Various methods have been studied, with one implemented in a high school classroom to compare the results of the new method with the traditional method of instruction. Rather than the traditional lecture-based approach, Honors Chemistry students learned the theory of the gas laws using inquiry-based methods and hands-on activities. The students were then evaluated using the same assessment as in previous years where instruction was more direct. Preliminary results indicate a 3% increase in the final assessment score using the inquiry method rather than the straight lecture approach.
","abstract_html":"<p>The science education system currently in place in the United States does not adequately prepare students to compete well with international students. The development of new teaching methods is essential to ensure improvement of the system and provide its students with better scholastic achievements and employment opportunities. Various methods have been studied, with one implemented in a high school classroom to compare the results of the new method with the traditional method of instruction. Rather than the traditional lecture-based approach, Honors Chemistry students learned the theory of the gas laws using inquiry-based methods and hands-on activities. The students were then evaluated using the same assessment as in previous years where instruction was more direct. Preliminary results indicate a 3% increase in the final assessment score using the inquiry method rather than the straight lecture approach.</p>","abstract_has_math":false,"creators":["Sawyers, Sarah"],"institution":null,"degree_name":"MS (Master of Science)","degree_level":"Thesis - unrestricted","degree_discipline":"Chemistry","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2008,"date_issued":"2008-08-12T07:00:00Z","date_published":"2008-08-12T07:00:00Z","updated_at":"2026-07-24T02:21:11Z","subjects":["Gas Laws","Inquiry Learning","POGIL","Education","Educational Methods","Science and Mathematics Education"],"languages":[],"rights":["Copyright by the authors."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dc.etsu.edu/etd/1977","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Sawyers, Sarah"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["2008-08-12T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Chemistry"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis - unrestricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["MS (Master of Science)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Gas Laws","Inquiry Learning","POGIL","Education","Educational Methods","Science and Mathematics Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright by the authors."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dc.etsu.edu/context/etd/article/3329/viewcontent/SawyersS071808f.pdf","https://dc.etsu.edu/etd/1977"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The science education system currently in place in the United States does not adequately prepare students to compete well with international students. The development of new teaching methods is essential to ensure improvement of the system and provide its students with better scholastic achievements and employment opportunities. Various methods have been studied, with one implemented in a high school classroom to compare the results of the new method with the traditional method of instruction. Rather than the traditional lecture-based approach, Honors Chemistry students learned the theory of the gas laws using inquiry-based methods and hands-on activities. The students were then evaluated using the same assessment as in previous years where instruction was more direct. Preliminary results indicate a 3% increase in the final assessment score using the inquiry method rather than the straight lecture approach.
"]},{"key":"dc:title","label":"Title","values":["Comparing Science Instruction Methods in the High School Classroom Setting: A Case Study in Inquiry-Based Methods."]}]}],"canonical_facts":{"dc:creator":["Sawyers, Sarah"],"dc:date.issued":["2008-08-12T07:00:00Z"],"dc:description.abstract":["The science education system currently in place in the United States does not adequately prepare students to compete well with international students. The development of new teaching methods is essential to ensure improvement of the system and provide its students with better scholastic achievements and employment opportunities. Various methods have been studied, with one implemented in a high school classroom to compare the results of the new method with the traditional method of instruction. Rather than the traditional lecture-based approach, Honors Chemistry students learned the theory of the gas laws using inquiry-based methods and hands-on activities. The students were then evaluated using the same assessment as in previous years where instruction was more direct. Preliminary results indicate a 3% increase in the final assessment score using the inquiry method rather than the straight lecture approach.
"],"dc:identifier":["https://dc.etsu.edu/context/etd/article/3329/viewcontent/SawyersS071808f.pdf","https://dc.etsu.edu/etd/1977"],"dc:rights":["Copyright by the authors."],"dc:subject":["Gas Laws","Inquiry Learning","POGIL","Education","Educational Methods","Science and Mathematics Education"],"dc:title":["Comparing Science Instruction Methods in the High School Classroom Setting: A Case Study in Inquiry-Based Methods."],"thesis:degree_discipline":["Chemistry"],"thesis:degree_level":["Thesis - unrestricted"],"thesis:degree_name":["MS (Master of Science)"]},"updated_at":"2026-07-24T02:21:11Z"}