Bridging the Gap Towards Flying: Archaeopteryx as a Unique Evolutionary Tool to Inquiry-Based Learning

Abstract

A theoretically derived sixth-grade classroom module focusing on the evolution of birds contains the core of our study. Participants, assumed to be novices in evolutionary classroom issues when they completed matching hands-on experiments based on the inquiry-based vision, learned about the theoretical background and formulated explanations based on observations. Our age-appropriate inquiry-based hands-on and multimedia workstations focusing on the unique Archaeopteryx fossil contained a (replica) fossil with its extraordinary importance for better understanding evolution. Student-centred object-based activities including self-dependent learning opportunities were supported by the individual learning stations. The method applied was scientific inquiry which is assumed to allow students to derive empirically supported explanations. The structure originated in the 5 ‘E’ (engage, explore, explain, extent and evaluate), a key concept regarded as optimally supporting individual cognitive learning. The module integrated (a) arts in science with (b) authentic tools and aimed to further interesting in learning science. It intended to promote enthusiasm, to support successful learning in science and to cross-link interdisciplinary tools. A working booklet and various tools provided background information about, for instance, the bird flight and probable life of Archaeopteryx. Participation caused a substantial and sustained increase in individual knowledge scores after the lesson unit, i.e. signalling a sustained learning success. As no gender effect appeared, the module apparently affects female and male students equally. Subsequent conclusions for everyday teaching in school are discussed and recommendations for teaching derived.