Inquiry-based Learning Research Articles

Enhancing Physiology Education Through Physiological Simulation

Advances in Physiology Education began publishing papers in 2005, using classic papers in physiology teaching [1]. This approach has several valuable outcomes: Classic experiments, conclusion of which form the foundation of much of our undergraduate teaching textbooks, require less specialized knowledge to understand and interpret the data and conclusions. It demonstrates the scientific method, demonstrating both "what do we know" and "how do we know." It promotes inquiry-based learning. It fosters data literacy, teaching students to interpret graphs and provides historical context for physiology [1]. Traditional practical classes achieve many of these outcomes while also providing a tactile experience, and have added benefits to students’ data literacy — in as much as the students perform the protocols themselves. Students will gain insight to what “squiggly lines” on a screen are measuring and the individual variability in what raw physiological recordings look like. Students will gain a greater appreciation for analytical techniques, and the manipulations and analysis that needs to be performed to interpret data. Students also gain an appreciation of the difference between textbook vs real data. Nevertheless, in person practical classes have limitations due to resource intensity, including space, materials, and curriculum time. HumMod (hummod.org) is a freely available mathematical model of Human Physiology, a "time-dependent physiologic simulation engine" [2]. JustPhysiology (justphysiology.com) is an education-focused web interface for HumMod [3]. We have written four physiology-based workshops utilizing simulated data from JustPhysiology. The JustPhysiology workshops were setup as a structured inquiry activity where students are expected to apply their content knowledge to interpret data, and students submitted their reports after each workshop for evaluation and feedback. In preparing the workshop activities for deployment, we trialed the activities with students who had previously completed our second year Human Physiology subject (and were thus familiar with the content). We then engaged students in focus group interviews —ascertaining the students’ perceptions of the learning experience. The outcome of the focus group interview suggests that students engaging with the workshop tasks enter into a positive learning cycle: [Formula: see text] The spontaneous emergence of a learning cycle, promoting deeper understanding of the physiology suggests that these data driven workshops will have improve student learning in Human Physiology.

Enhancing Early Childhood Education: Integrating Theory and Practice

This paper delves into the fusion of educational theories and practical instructional methods within the realm of early childhood education (ECE), emphasizing the creation of enriched learning environments that support holistic development and foster profound learning experiences. It underscores the pivotal role of integrating foundational theories from developmental psychology, constructivism, and socio-cultural perspectives with effective teaching strategies, such as play-based learning and inquiry-based teaching. These pedagogical approaches encourage active exploration, creativity, and critical thinking, laying a robust foundation for cognitive, social, emotional, and physical development. Furthermore, the paper explores innovative curriculum design strategies, including integrated learning and project-based approaches, which are instrumental in promoting interdisciplinary understanding and real-world application of knowledge. By weaving educational theory seamlessly into curriculum design and instructional methodologies, educators can offer a more engaging, relevant, and comprehensive educational experience. This integration not only nurtures young learners' development across multiple domains but also equips them with the skills and dispositions necessary for navigating the complexities of an interconnected global community, thereby laying the groundwork for lifelong success and fulfillment.

“五育并举”视域下义务教育研学模式构建研究

Building a education system of “simultaneous development of five educations” is a complex systematic project, but it is also an important measure to cultivate qualified socialist builders and successors. As a new form of learning that can promote the implementation of quality education and promote the deep integration of textbook knowledge and life experience, research-based learning is essential. Due to the completion of research and exploration in China, there are still problems such as incomplete mechanisms, unclear models, and inadequate understanding. This article relies on the National Research and Learning Practice Education Base for Primary and Secondary School Students, taking the “The Old House of Zhou Family” research activity as an example, adopts a design based research paradigm, and through three rounds of iterative research, constructs a compulsory education research model from the perspective of “simultaneous development of five educations”. It proposes four specific suggestions for carrying out research, including adhering to the educational nature of research, strengthening the construction of research bases, standardizing the management of research activities, and deepening theoretical research on research.

Effectiveness of Using Inquiry-Based Learning Models on Student Learning Outcomes: Meta Analysis

Penelitian ini menganalisis Efektifitas Penggunaan Model Pembelajaran Berbasis Inquiry terhadap hasil belajar Siswa. Model pembelajaran inquiry memiliki lima prinsip penting yang harus diperhatikan dalam proses pembelajaran yaitu berorientasi pada pengembangan intelektual, prinsip interaksi, prinsip bertanya, prinsip belajar untuk berpikir dan prinsip keterbukaan. Data dalam penelitian ini terdiri dari 21 artikel. Data diperoleh dari hasil penelitian yang sudah diterbitkan di jurnal nasional dan internasional yang bersumber dari google schoolar, dan SINTA dengan rentang waktu terbit 2018-2023. Yang menjadi syarat pemilihan artikel adalah 1) artikel yang mempunyai data penelitian 2) penelitian harus eksperimen atau quasi eksperimen 3) artikel memiliki data dukung untuk dihitung effect size nya. Analisis data menggunakan bantuan aplikasi JASP. Hasil analisis data menunjukkan bahwa nilai rata-rata effect size berada pada kategori tinggi yaitu 1,60. Hal ini menunjukkan bahwa model pembelajaran inquiry efektif dalam meningkatkan hasil belajar siswa

Meta-Analysis: Inquiry-Based Learning Model in Improving Student Academic Achievement

The purpose of this study is to re-analyze the application of inquiry learning models to improve student academic achievement. Meta-analysis is the type of research in this article. The research stage begins with formulating research problems, the next stage is continued by analyzing research data in accordance with the inquiry learning model. In the process of data collection apply non-test techniques wheresearching for articles contained in electronic journals using the Google Scholar site. 25 scientific articles were obtained from various articles both national and international found based on the inquiry model. In accordance with the results of data analysis, it was obtained that in applying the inquiry learning model in the learning process, there was an increase in student academic achievement. This is evidenced by the lowest value data obtained with a percentage of 3.05% to the highest value with a percentage of 50.99% so that an average of 17.66% is obtained. Then based on the calculation of the effect size of 25 articles used as references, the average effect size value of 7.33% was obtained. From this effect size value, it can be seen that the influence of the inquiry learning model has a very high influence on increasing student academic achievement.

Fostering Mathematical Proficiency and Creative Thinking Skills in 10th Grade Students Through the 5E Inquiry-Based Learning Approach with Supplementary Media

This research aims to enhance mathematical proficiency and stimulate creative thinking among 10th-grade students through the implementation of the 5E Inquiry-Based Learning approach with Supplementary Media. The study explores the effectiveness of this pedagogical approach in transforming the learning experience and outcomes in mathematics education. The study focused on comparing students' performance before and after the intervention, as well as investigating their creative thinking abilities in terms of flexibility, originality, fluency, and elaboration. The participants consisted of 10th-grade students from a large-sized school in the northeastern region of Thailand, specifically one classroom comprising 40 students. The tools include Lesson plans, Mathematics Proficiency test and Creative thinking skills test. The results revealed a significant improvement in mathematical proficiency following the implementation of the 5E Inquiry-Based Learning Approach with supplementary media, with a notable increase of 37.25%. Prior to the intervention, students scored an average of 4.64 out of 20, which increased to 12.08 out of 20 post-intervention. Furthermore, the investigation into creative thinking skills indicated that students exhibited a proficient level overall, with an average score of 22.60 out of a maximum of 32 points. The analysis of specific dimensions of creative thinking revealed average scores of 5.60 for Originality, 5.78 for Fluency, 5.63 for Flexibility, and 5.60 for Elaboration.

The IndagApp mobile app: an inquiry-based science teaching resource: usability evaluation with pre-service teachers

Virtual laboratories and simulations have emerged as innovative solutions for science teaching. However, existing resources have various limitations and constraints including cognitive load/mental burden and limited coverage of all necessary steps in scientific inquiry, focusing mainly on the experimental simulation. To bridge this gap and address these challenges, the present study introduces the design and usability evaluation of IndagApp, an innovative educational resource explicitly developed to support inquiry-based science teaching. A convergent mixed methods design and a convenience sampling of 90 pre-service teachers were used. The findings indicate that IndagApp exhibits a high level of technological and pedagogical usability. Feedback from the users was incorporated to improve the app, resulting in its final version, which incorporates best practices from existing literature on authentic inquiry-based science teaching. IndagApp is freely accessible in the Spanish language, and compatible with Android 5.0 + smartphones and tablets, as well as PCs running Windows 7 or above operating systems. This research provides a timely and significant educational resource that may assist educators in enacting reform-oriented teaching practices.

Adapting the DIST-M Model for Designing Experimental Activities—A Theoretical Discussion from an Interdisciplinary Perspective

This study focuses on interdisciplinary approaches within mathematics and physics education. Secondary schools, particularly those specialized in scientific curricula, have opportunities to explore common topics between mathematics and physics; however, creating a coherent interdisciplinary educational experience is challenging. Adopting an interdisciplinary perspective when designing learning sequences becomes imperative. The proposed approach harnesses the power of storytelling to engage students, emphasizing the interconnectedness of subjects and humanizing the evolution of scientific ideas. This study investigates the adaptation of the Digital Interactive Storytelling in Mathematics (DIST-M) model for interdisciplinary storytelling learning sequences. It aims to explore how this model, initially developed for mathematics activities in a virtual environment, can be enriched with elements from inquiry-based learning models to integrate the experimental aspects of physics. The research presents a theoretical discussion grounded in the design of a learning sequence centered around the study of light, taking place in a non-virtual environment and approached from an interdisciplinary standpoint. It introduces hypotheses for adapting the DIST-M model to accommodate interdisciplinary storytelling sequences. One involves the incorporation of an additional phase within the DIST-M cycle, dedicated to consolidating, transferring to other contexts, and addressing variations in the concepts explored, proved, and refined in earlier phases.

The Validity of the Guided Inquiry-Based Teaching Module on Additives to Improve Students' Scientific Attitudes

The Validity of the Guided Inquiry-Based Teaching Module on Additives to Improve Students' Scientific Attitudes

The Effect of Inquiry-Based Learning on Pharmacist Students

One of the influential factors in shaping professional health workers is the learning process during education. The professional attitude of pharmacy students can be modified with innovative learning methods. Inquiry-Based Learning (IBL) emphasizes students' involvement in systematically, critically, and logically gathering information so that they can formulate their findings. This study aims to determine the effect of IBL on pharmacist professional study program education students taking Pharmacy Communication and Health Promotion courses. This study employed quasi-experimental research with a group Pretest-Posttest Design. The study subjects were 40 students of the Pharmacist Professional Education Study Program. The students got learning interventions with IBL method. IBL stages consist of IBL orientation, problem formulation, hypothesis formulation, data collection, hypothesis testing, conclusion formulation, and learning evaluation. Assessment instrumentation included pretests, posttests, reports, and student satisfaction questionnaires. Pretest and posttest data were statistically analyzed with SPSS. The implementation of IBL resulted in an increase in mean scores from 59.82 on the pretest to 92.83 on the posttest. There is a statistically significant difference between these results (Asymp. Sig 0.000). The proportion of student reports rated as excellent 70%, good 20%, and sufficient 5%. Student satisfaction with the learning method reached an average of 93.94%. Inquiry-based learning increases the knowledge of Pharmacist Professional Education Study Program students in the Pharmacy Communication and Health Promotion courses.

STREAM role models 4 ALL: A project supported by Scientix STE(A)M Partnership Education Resilience in Europe

STREAM role models 4 ALL project serves as a comprehensive guide for educators aiming to integrate STEM education into their classrooms. Emphasizing the incorporation of art into STEM education, the project advocates for a STEAM approach that fosters students’ exploration, discovery, and engagement in innovative engineering skills. It underscores the benefits of employing pedagogical methods such as inquiry-based learning and problem-based learning to cultivate active learning, deeper knowledge, and critical thinking skills. Furthermore, the project underscores the significance of computational thinking in shaping problems and expressing solutions in a manner conducive to efficient computer execution. Addressing the challenges encountered by schools when implementing STEM approaches, including the necessity for teacher training, access to resources, and the creation of a supportive classroom climate, the project offers valuable insights. Overall, STREAM role models 4 ALL project provides a valuable resource for educators seeking to promote STEM education and equip students with the skills to address global challenges through exploration, discovery, and creative problem-solving.

Critical Thinking and Teaching Conception of Nigerian Physics Teachers in Inquiry-based Learning Classroom

In as much as teaching is meant for attending people’s experience and beyond then teachers must be ready to negotiate their conceptions to tally with the people’s aspirations. This study revisited the long averted aspect of teaching (teaching conception and critical thinking) particularly in physics amongst secondary school physics teachers in Nigeria. Classroom observation and interview was conducted within a period of three months on a sample of 4 secondary school physics teachers who claimed to adopt the inquiry-based learning while teaching. The recordings were transcribed and analysed using content analysis method. The physics teachers were found to be more inclined towards the traditional method of teaching instead of the constructivist teaching method which serves as the main goal of teaching. A framework is therefore developed from the findings to assist physics teachers and educational planners to effectively implement the constructivist paradigm in physics lessons with particular reference to inquiry-based learning teaching strategy.

A Blended Approach to Inquiry-Based Learning Using the Example of the Interdisciplinary Course of BIM in Spatial Management Studies: A Perspective of Students and Professor

Inquiry-based learning (IBL) is one of the most effective teaching methods to follow the trend of constructivism. Its main premise is the dominant role of the cognitively activated student, who, like the researcher, has the opportunity to pose questions, test hypotheses and solve problems by using a wide range of tools and techniques. The output of the IBL method is usually a presentation or a piece of work. In the experiment carried out, the IBL method was used during the interdisciplinary course “Building Information Modelling (BIM)”, taught at the master’s degree programme majoring in spatial management at the Warsaw University of Technology. The aim of the class was to solve a specific problem and develop a scientific and technical manuscript, which at the same time could form the basis of a scientific publication. The class was first experimentally implemented with a mixed-methods approach based mainly on IBL. Students were introduced to IBL techniques and tools as part of a project exercise, then were presented with problem and research topics. Participants in the classes chose an issue from those presented or created a topic of interest themselves. Peer learning, Montessori silent lessons or supervision were used during the implementation of the activities. Students were not assessed digitally, but their activity was marked in the form of pluses (+) and the focus was on providing quick and complete feedback (always individually to the individual or group). The class concluded with a self-assessment and a research questionnaire, which concluded that an authoritative teaching process was a far better choice than an authoritarian or liberal process.

Modeling Radioactive Decay Series Phenomenon Involving First-Order Differential Equation and Visualizing Solutions Using Open-Source Software XCOS

Numerous physical and chemical processes can be accurately described by first-order differential equations and can be solved through analytical methods. The solutions to these equations necessitate the specification of initial or boundary conditions. In the realm of physics and chemistry education, the ability to visualize the solutions of differential equations and comprehend their implications for physical/chemical changes holds significant importance. XCOS, an open-source software tool, serves as a valuable resource for both solving differential equations and graphically representing their solutions. Furthermore, XCOS aids in tackling nonlinear differential equations for which analytical solutions are often elusive. This paper delves into radioactive decay and decay series reactions by first-order differential equations. The paper explores the successful resolution and visualization of the phenomenon involving differential equations through XCOS. This approach extends to the manipulation of various parameters within the equations, further fostering inquiry-based learning.

Sammenhengen mellom utforskende undervisning i naturfag og elevers prestasjoner og interesse for og trivsel med naturvitenskap. Norske resultater fra PISA 2015.

This article presents the results of an analysis of the Norwegian data from PISA 2015. The aim was to investigate the relationship between different types of inquiry-based teaching activities and student achievement and interest and enjoyment. For student interest and enjoyment, the results show a positive relationship with higher exposure to most of the different inquiry-based activities. When it comes to student achievement, our results draw a more complex picture. For instance, the highest mean performance is found for students who reported that they can explain their own thoughts and ideas in most lessons, compared to students who reported that they could do this in either all lessons or less frequently. For other activities, such as planning, carrying out and discussing experiments and investigations, these activities are related to highest performance when they are used less frequently. These results add nuance to our understanding of the relationship between how students perceive inquiry-based teaching activities, student achievement and interest and enjoyment in science in PISA data.

Remote Blended Game-Based Learning: Integrating Synchronous Game-Based Learning with Asynchronous Inquiry-Based Learning

Remote Blended Game-Based Learning: Integrating Synchronous Game-Based Learning with Asynchronous Inquiry-Based Learning

EEG neural substrates of cognitive engagements for research-based learning with contemplative education in the young child

One becomes aware of the evidence of cognitive insights following attending the research-based learning program with contemplative education, electroencephalography (EEG), and electrodermal activity (EDA) were used to track the improvement of emotional and cognitive states. Research-based learning (RBL) and teaching models were developed to enhance research characteristics and cognitive training for children in the 21st century. To date, there have been no reliable cognitive tools to monitor the cognitive insight of the child who attends the course. The EEG, EDA, and cognitive scores of thirty healthy students participating in a research-based program for an hour per week were evaluated prior to the course, 3 months, and 6 months after the program started. The cognitive tests included a standard progressive matric (SPM) test, arithmetic test, Eriksen flanker task, and biofeedback sessions. The same procedures were determined in the comparative students’ group. After six months of taking the program, students in the RBL group showed a significant improvement in their SPM and arithmetic test scores. A significant increase in beta and gamma activity was detected in the temporal cortex of the RBL group during the SPM test. A more significant enhancement of frontal theta power was observed during the arithmetic test. This study shows that contemplative education and research-based learning improve cognitive abilities, indicating a significant increase in EEG quantity for cognitive engagement and the ability to confer individual differences in cognitive abilities.

Getting critical with compelling questions: Shifts in elementary teacher candidates’ curriculum planning from inquiry to critical inquiry

ABSTRACT While recognized as a foundational practice, social studies educators struggle with enacting inquiry-based instruction. With critical inquiries that examine sociopolitical and other injustices, developing aligned compelling questions represents a challenge, particularly for elementary teachers. Informed by four lenses of criticality from social studies scholarship, this design-based mixed methods research follows 28 elementary teacher candidates from two universities and regions as they formulated compelling questions for critical inquiry units together. Data sources included audio transcriptions of group discussions, course assignments, curriculum planning documents, and reflections. Qualitative and quantitative findings show that candidates created more critical questions with the intervention scaffold, suggesting a new criterion for determining open questions: identifying ongoing issues of empirical injustice. Most still struggled with identifying implicated social groups and clarifying relationships of interdependence. Group members’ positional awareness of sociopolitical identities appeared to support more critical collective question design trajectories through understandings of structure, agency, and place relative to the content. Results suggest the importance of scaffolding critical inquiry question development—with special care to support teacher candidates’ sociopolitical consciousness, and consider their and K-12 students’ implicated identities in power systems, situated in specific teaching contexts.

MIB-Inquiry-Infographic Android Application and Its Impact on Students' Critical Thinking Skills during the COVID-19 Pandemic

<p style="text-align:justify">Momentum-impulse requires critical thinking skills, and teaching should be encouraging for students. Critical thinking skills can be fostered through inquiry-based learning. During the COVID-19 pandemic, familiar learning media were used for students. Therefore, it is necessary to develop creative learning media. This developmental research aimed to create a momentum-impulse e-book based on inquiry supported by infographics (MIB -In-graph) to enhance students' critical thinking skills. The developmental model was a 4D model with field testing, i.e., a pretest-posttest control group design with three classes. Descriptive analysis showed that MIB-In-graph, an Android application, received a good average rating in content, worksheets, and forms. Students’ responses were very positive. Mixed design ANOVA showed that the mean score of students’ critical thinking skills increased significantly from the pretest to the posttest in each class and students’ critical thinking skills in the experimental class was more salient than control class 1 and control class 2. The highest difference in mean scores was in the experimental class. The differences were influenced by various factors such as learning approaches, media use, pictures, and collaboration.</p>

A Practical Study on Enhancing Students’ Mathematical Literacy by “Integration of Doing, Learning and Teaching”

In face of the mathematical foundation of students in higher vocational colleges, Tao Xingzhi’s educational thought is of great guiding significance. “Integration of doing, learning and teaching” is not only the theoretical basis of Tao Xingzhi’s educational thought, but also his methodology and action guideline. Tao Xingzhi emphasizes the unity of knowledge and action, among which action is greater than knowledge. This concept is isomorphic with the mathematical culture curriculum. Drawing on the idea of “integration of doing, learning and teaching”, we explore the math culture curriculum and expand the four forms of teaching and learning in math culture: theoretical training, practical exploration, research-based learning, and reflective learning. In the implementation of the school-based curriculum, local teaching resources should be fully exploited, constructing the mathematics teaching mode of “Integration of doing, learning and teaching”, effective teaching methods and classroom evaluation algorithms, ensuring the relevance of vocational education and improving mathematical literacy.