Promoting Biological Knowledge Generation using Model-Based Inquiry Instruction

This study examined the impact of a Model-Based Inquiry Instruction (MBII) using a human leg model, on 20 pre-service elementary teachers‘ knowledge generation and understanding of how a human leg functions when one is lifting or putting down the foot. Data was collected using the pre-and post-model drawings of a human leg which required students to show and label the eight parts (upper leg, lower leg, knee joint, foot, ankle joint, muscles, tendons and ligaments. Note: these parts were the foci because the model represented these parts); knowledge tests based on these parts, and perception questionnaire which required students to indicate how the model helped them to generate knowledge. Five major findings were revealed: First, majority of the students provided acceptable drawings of the human leg both before and after the MBII. Second, with respect to the positioning of leg structures/parts, none of the students could position all eight parts in the correct place during the pre-model drawing session. However, after the MBII, 50% of students located all eight structures in the correct place. Third, none of the students in the pre-model drawings could label all 8 structures correctly, but after MBII, 30% of students correctly labeled all 8 structures. Fourth, many students gained better conceptual understanding of how a human leg functions and achieved higher test scores (pre-model test average score was 60.3% whereas post-model test average score was 83.6%). Fifth, with respect to students‘ perceptions about the human leg model, nearly all students thought that the human leg model helped them understand the location of parts in the leg, and enabled them to see how these parts function when the model is manipulated. Implications for MBII in pre-service science teacher education are discussed.