Effects of a Laboratory-Centered Inquiry Program on Laboratory Skills, Science Process Skills, and Understanding of Science Knowledge in Middle Grades Students.

The purpose of this study was to investigate the effects of a laboratory-centered inquiry program on laboratory skills, science process skills, and knowledge/understanding. The inquiry approach used in the Foundational Approaches in Science Teaching (FAST) program and a traditional science textbook approach were compared in terms of the three major evaluative points mentioned above. During the 1987-88 school year, the FAST 1 program was integrated into a regular science curriculum in the FAST group as a treatment at both sixth and seventh grades, while traditional textbook approach9s were predominant in the non-FAST group for each grade level. At the end of the school year, post-tests were administered to both FAST and non-FAST groups. Results indicated that laboratory skills, science process skills, and science achievement as a whole ability were affected by the FAST 1 instruction at each grade level. It was concluded that a laboratory-centered inquiry program (FAST) can enhance student total ability in science and especially Laboratory skills and specific science process skills such as graphing and interpreting data. (CW)