This exploratory mixed methods study addressed the types of gains students made
when engaged in one of two forms of inquiry. Gains were measured on three levels:
conceptual understanding, the process of scientific investigation, and use of practical
reasoning skills. One hundred-thirty 8th grade students from a rural public school in East
Texas participated in this study. Classes of students were randomly assigned to one of
two treatment groups: guided inquiry or authentic student research learning. Non
parametric statistical analysis and constant comparative qualitative analysis were used to
triangulate pre-tests and post-tests, student journals, and student drawings to address the
research questions. Findings support greater gains in conceptual understanding of
domain specific content in a highly scaffolded guided inquiry. Further authentic
scientific research learning was more effective for developing understanding of scientific
investigation as a process and application of knowledge through practical reasoning
skills
