Abstract
There has been considerable debate about implementing and supporting learners in inquiry-based learning. Although studies have explored trends in cognitive learning outcomes over time, less is known about the socio-emotional aspect as learners engage in complex problem-solving. This study conducts a longitudinal analysis within a middle school (Grades 6-8) to understand shifts in growth mindset over a semester as learners engage in inquiry-based learning. Results determined an interaction effect regarding time and grade level as learners engage in inquiry-based learning, with statistically significant growth mindset improvements for first-year students. Implications for theory and practice are discussed.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call