Guided Inquiry Approach Research Articles

Development of a Guided Inquiry-Scientific Laboratory (GISL) Based Health Chemistry Practicum Module

Chemistry practicum learning requires a comprehensive approach, which improves understanding of concepts and develops various essential skills needed in the professional and academic world. This research aims to develop a Guided Inquiry-Scientific Laboratory-based Health Chemistry module and conduct empirical feasibility tests. This module is designed with a guided inquiry approach integrated with scientific methods in laboratory activities. The practicum module was developed for second-grade vocational school students in health expertise with material covering colloids, hydrocarbons, polymers, biomolecules, and chemical separation. This development research uses the Borg and Gall model, which consists of planning, organizing, implementing, assessing, and analyzing data. This research was only carried out to the validation stage by material experts, media experts, peer reviewers, and reviewers (five Health Vocational School teachers). The assessment carried out by the reviewer includes eight assessment aspects with 30 assessment indicators. Data was collected through questionnaires, observations, and interviews. Data analysis was carried out descriptively, quantitatively, and qualitatively, guided by ideal assessment criteria to determine the quality of the practicum module. The research results show that the Guided Inquiry-Scientific Laboratory (GISL) based Health Chemistry practicum module that has been developed has a score of 132.52 with an ideal percentage of 88.3467% in the very good (SB) category. This indicates that this module is suitable for use in health chemistry practicum learning, and it is hoped that this research can be continued at the next stage.

Effect of Technology-Integrated Guided-Inquiry Approach on Geometry Learning of Preservice Mathematics Teachers

Effect of Technology-Integrated Guided-Inquiry Approach on Geometry Learning of Preservice Mathematics Teachers

Applying a Guided Inquiry Approach to a Classic Practical on Chemoselective Reduction

Applying a Guided Inquiry Approach to a Classic Practical on Chemoselective Reduction

Applying PhET Interactive Simulations Media With A Guided Investigation Approach to Improve Student’s Critical Thinking Skills

The purpose of this research is implementation PhET Interactive Simulations Media with a Guided Inquiry Approach to Improve Students' Critical Thinking Skills" based on the description provided above. Physics Educational Technology (PhET) simulations is the virtual laboratory makes use of practical simulation principles to carry out engaging learning. By using an inquiry-based learning approach, students are trained to formulate problems, generate hypotheses, conduct experiments, gather data, analyze data, write and describe theories, and honestly follow rules so that the actions of the offenders mirror those of scientists. This study method is quasi-experimental, because it uses a guided inquiry learning strategy to assess how critical thinking abilities are improved when learning the pH of acid and base solutions. The study's conclusion is combining PhET Interactive Simulations media with a guided inquiry approach, the average learning outcomes are higher than when using a conventional learning.

Blended Learning-Based Guided Inquiry: Strengthening the Science Process Skills Through Colloid Learning

Science process skills play a crucial role in constructing knowledge and fostering the ability to independently solve problems. Despite their significance, the science process skills of students across various educational levels remain at a relatively low level. This research seeks to evaluate the science process skills of students and their responses to learning about colloids through a blended learning-based guided inquiry approach. The research employs a quasi-experimental design with a pretest-posttest control group setup. The sample, drawn through cluster random sampling, consists of students from Class XI MIPA 1 at SMAN 11 Banjarmasin, divided into two groups. Group A, the experimental class, engages in blended learning-based guided inquiry, while Group B, the control class, follows the guided inquiry model. Data collection involves tests to assess students' science process skills and non-tests to gauge their responses. The analysis entails descriptive techniques and t-tests. The findings indicate (1) discernible differences in science process skills between classes employing blended learning-based guided inquiry and guided inquiry alone, and (2) a positive response from students towards the blended learning-based inquiry model.

Pre-service mathematics teachers’ geometric reasoning skills with technology-integrated guided inquiry approach

This study was intended to examine the progress of the geometric reasoning skills of pre-service mathematics teachers (PSMTs) in the College of Teacher Education, Oromiya, Ethiopia. In the study, there were three different classes: EG1 (n=48), EG2 (n=38), and CG (n=30), where PSMTs in EG1 were treated with technology into guided inquiry-based learning (TGIBL), EG2 with guided inquiry-based learning (GIBL), and CG with a conventional learning approach. A geometric reasoning test was used to collect data. The data were analyzed using a one-way ANOVA and a paired sample t-test. The findings showed that the effect of using the GIBL model assisted by technology was higher when compared to the other two models. On the other hand, a paired t-test showed significant mean gains in reasoning skills in the TGIBL and GIBL approaches. Hence, technology must be integrated into teaching and learning geometry at CTEs to promote PSMTs’ geometric reasoning skills.

Student Attitudes towards Guided Inquiry Approach Supported by Digital Stories

The aim of this study is to investigate the effects of guided inquiry activities supported by digital stories in the 6th grade science lesson on students’ attitudes towards inquiry. The method of the study was determined as the embedded design, one of the mixed method research designs. 27 students from a public school located in the countryside participated in the study. In the quantitative dimension of the study, a single group pretest-posttest research design was used. Quantitative data were obtained through the Attitude Scale towards Research-Questioning. The qualitative dimension of the study was designed in accordance with the case study model. Qualitative data were obtained by using semi-structured weekly focus group interviews, teacher diaries and observation form. Quantitative data were analyzed with Mann Whitney U-Test, qualitative data were analyzed with descriptive and content analysis methods. As a result, thanks to the applied method, the attitude scores of the lower and middle group students towards inquiry converged to each other. Interviews with students and researcher diaries also support the results. It was revealed how the learning environment, teacher, student and lecturing affect the attitudes of the students participating in the studies towards inquiry

Students' Conceptual Understanding and Confidence on Balancing Chemical Equations Using Particulate Drawings

For decades of experience in teaching Chemistry, a chemical equation is usually balanced by writing a coefficient before the formula of atoms, ions, or molecules. In this study, the effect of a pedagogical intervention on the understanding and confidence of students was investigated by combining the guided-inquiry approach and the process of drawing of particles on balancing a chemical equation in a Philippine science classroom context. This action research gathered both qualitative and quantitative data in two phases. Initially, a three-tiered concept test determined the students' initial understanding and perceived confidence in balancing chemical equations using particulate drawings. The inquiry-based worksheets were implemented and investigated for its effectiveness. Specific cases from reflection responses and interviews were presented. The use of three-tiered tests and inquiry-based particulate worksheets exhibited significant change and a moderate positive correlation between conceptual understanding and confidence. This study was able to help Grade 11-STEM students improve their understanding and became more confident in learning the unseen particulate level of Chemistry concepts.

Effectiveness of Contextual Learning Using the Guided Inquiry Approach to Improve Students' Scientific Literacy Ability

This study aims to evaluate the effectiveness of contextual learning using guided inquiry to increase prospective physics teachers' scientific literacy skills. This study used the One Group Pretest-Postest design. Students in the physics education undergraduate program at Universitas Negeri Surabaya who took thermodynamics courses were the research subjects. The results showed that students' scientific literacy abilities before participating in the learning were already in a reasonably good category, and these students scientific literacy abilities experienced an increase after participating in contextual learning with a guided inquiry approach. The evaluation results of the n-gain test based on the pretest and posttest scores obtained an n-gain score of 0.64 or 64%. Accordingly, it can be concluded that contextual learning combined with the guided inquiry approach can effectively increase prospective teacher students' scientific literacy skills based on the evaluation results of the n-gain test

APPLICATION OF GUIDED INQUIRY METHOD IN LEARNING BAHASA FOR S-1 NURSING STUDENTS

For S1 nursing students at the University of Bina Sehat PPNI Mojokerto, this study intends to detail the planning, implementation, and evaluation of the application of the guided inquiry approach. The lecturer solely serves as a facilitator while using the guided inquiry technique, which offers possibilities for students to actively participate in learning activities. Materials for creating community service proposals, carrying out community service, and writing articles about community service are examples of how the guided inquiry technique is applied. This study used a qualitative research design, which generates descriptive information via interviews, observations of people's behavior, or written or spoken statements from participants. Observation, interviews, and documentation are all forms of data collecting. The researcher's data analysis is summarized as follows: (1) Data compression In this activity, data are chosen based on their level of relevance and their relationship to data groupings. Additionally, data are gathered into one unit and codes are created. (2) presenting data by assembling pertinent data, and (3) drawing inferences to understand the significance of the sporadic symptoms. The use of the guided inquiry technique in language acquisition can be divided into three categories based on the findings and discussion: planning, implementing, and evaluating the application of the guided inquiry method. The guided inquiry approach is inserted into the student learning experience section of the lecturer planning section. Students use the guided inquiry approach in the application part, starting with problem-solving, hypothesis-making, evidence-gathering, hypothesis-testing, and conclusion-drawing. Additionally, the researcher created an evaluation criterion to test students' proficiency using the guided inquiry method. When the guided inquiry approach is used, students get learning opportunities, particularly ones that help them develop their speaking and writing skills, which are two forms of productive language. The kids' capacity to carry out instruction at school and produce articles for community service serves as evidence of this.

Pengembangan Penuntun Praktikum Materi Adsorpsi Isoterm Berbasis Tumbuhan Indigofera tinctoria L dengan Pendekatan Inkuiri Terbimbing

The available guides in chemical kinetic’s learning only explain the adsorption equation, do not explain the type of adsorption and the practical guide is not related to the value of local wisdom. Therefore, it is necessary to have a practical guide on the concept of adsorption isotherm based on local wisdom. The purpose of this study was to determine the feasibility of the laboratory work’s guide and student responses. This research employs a research and development (R D) using ADDIE’s model. The subject in this study was a lab work’s guide for the plant-based isotherm adsorption topic Indigofera tinctoria L utilizing a guided inquiry approach which was tested to 13 students in a limited scale and 34 students in the main scale. The experiment was conducted to chemistry education students of FKIP Untan on academic year 2018-2020 who had learned chemical kinetics courses. Data collection techniques used are direct and indirect communication techniques. Data collection tools used are the feasibility assessment sheets and student response questionnaire. The results of the feasibility assessment in terms of content, graphic and language aspects obtained an average of 91% with very feasible criteria. The results of the limited trial obtained an average of 89% and the results of the main trial of 89% each obtained very good criteria. Based on the results of the feasibility assessment by experts and student responses’ questionnaire that the lab work’s guide can be used in learning process to support students’ understanding of chemical kinetics’ concepts

Investigating student reasoning about measurement uncertainty and ability to draw conclusions from measurement data in inquiry-based university physics labs

ABSTRACT Measurement uncertainty is a key topic in the university physics laboratory curriculum. In this study, we investigate students’ ability to draw conclusions from measurement data and reasoning about measurement uncertainty in inquiry labs. This investigation centres around a task where students conclude whether measurements from two experiments that differ only by one setup agree or disagree. Surveys were administered in introductory physics courses before and after Workshop Physics instruction, which utilises an activity-based, guided-inquiry approach. Student reasoning was characterised using the point and set paradigms. Think-aloud interviews were conducted to gain deeper insights into students' interpretations of measurement uncertainty. The survey results showed that students tended to draw conclusions based on the means without appropriately accounting for uncertainty even if many recognised the need to evaluate uncertainty. The number of decimal places had no influence on students’ ability to draw conclusions. After instruction, students’ reasoning shifted from point toward set or mixed paradigm, but their ability to draw conclusions did not improve. During the interviews, students demonstrated sophisticated interpretations about measurement uncertainty and data analysis strategies they used. Students recognised measurement uncertainty is inevitable and were able to identify possible sources of uncertainty. We discuss implications for instruction around measurement uncertainty.

Validity of mobile learning-based practicum instructions with a guide inquiry approach to improve critical thinking skills

Mobile learning-based practicum instructions to improve critical thinking have not been maximally empowered in schools. This study aims to design mobile learning-based practicum instructions with a guided inquiry approach to enhance critical thinking skills and describe the validity of mobile learning-based practicum instructions with a Guide Inquiry approach to improve critical thinking skills that have been designed. This research uses the Research and Development method with the ADDIE development model. The procedure of this research is analysis, design, and development. This research comes to the stage of product validity. The instrument used in this study is a validity sheet covering aspects of material, systematics, linguistics, and graphics. The data analysis technique used in this study is a quantitative descriptive technique to describe validation data and comment on validator advice. The results of this study show that mobile learning-based practicum instructions have met valid criteria with an average percentage of 84.95%. Thus, it can be concluded that the mobile learning-based practicum instructions with a guided inquiry approach improve critical thinking skills that are designed to be valid.

Student's worksheet with guided inquiry approach on sub materials of endocrine system enriched with reducing process of diabetic blood sugar levels

The use of student’s worksheets as teaching materials and supporting learning activities is still not evenly distributed. The components are sometimes incomplete. This study aims to describe the development and determine the feasibility of guided inquiry-based worksheets as teaching materials for the endocrine system sub material for second-grade of high schools. This study used a 4D development model limited to three defining, designing, and developing stages. The student’s worksheets were designed based on the problems obtained from interviews with biology teachers in three different schools. At the development stage, the worksheets were validated by five validators consisting of two lecturers and three biology teachers in Pontianak. The validation assessment contained four aspects: the feasibility of the content/material, language, presentation, and graphics with 19 criteria. The student’s worksheet was successfully developed with enrichment in the form of discourse analysis activities related to diabetes and the process of lowering blood sugar levels by plant extracts with guided inquiry stages. The feasibility analysis results of the guided inquiry-based student’s worksheet obtained CVR and CVI values of 1 each so that product can be declared ready for the limited and extensive trial phase. However, the significance of the enrichment topics in this student’s worksheet still needs to be re-examined directly in the teaching and learning process in the Endocrine System Sub material for second grade of high school in both small and large scales groups.

Investigation of the effect of guided inquiry approach supported by digital stories on attitude towards inquiry

This study aims to examine the effects of inquiry activities supported by digital storytelling on the attitudes of 6th-grade students towards inquiry, sub-dimensions of attitudes, and the change of attitudes depending on gender. The method of the study was determined as the embedded design, one of the mixed method research designs. The study was carried out with a total of 27 students, 12 female and 15 male. In the quantitative dimension of the study, one group pretest-posttest research design was used. Quantitative data were obtained through the Attitude Scale towards Research-Questioning. The qualitative dimension of the study was designed as a case study model. Qualitative data were obtained by using researcher diaries, student group diaries, and semi-structured weekly focus group interviews. As a result, a statistically significant difference was found between the students’ ASTRQ pretest-posttest scores in favor of the posttest. Similarly, a statistically significant difference was found between the pre-test and post-test scores of the sub-factors of signification and avoiding, excluding the curiosity factor, in the attitude scale. These results were also supported by the findings obtained from qualitative measurement tools. The students’ ASTRQ post-test scores differed statistically according to gender, which was in favor of female students.

UZAKTAN EĞİTİMDE ARAŞTIRMA İNCELEME YAKLAŞIMIN FEN BAŞARISINA ETKİSİNİN İNCELENMESİ

Examination of hands-on activities in science education necessitates reforms that enable development and improvement in science programs, which coincides with the dynamic structure of education. Distance education, which is a result of the pandemic period that has affected the whole world since the beginning of 2020, has also affected science education and the studies carried out in this period have gained im-portance. Investigation of the effects of inquiry approaches on science learning especially in the distance education process can be considered as an important contribution to the literature. In this respect, the re-search aims to examine the effect of the guided inquiry approach on students' achievement and retention in the sixth-grade science course when the effects of reading comprehension skills are controlled. The sample of the research is comprised of sixth graders attending a public school. The students were assigned into two groups as experimental and control groups. In the experimental group, the guided inquiry approach was applied and in the control group, the traditional method was used. The Systems in Our Body Achievement Test, which was developed as a data collection tool in the research, was applied to both groups as an immediate post-test and delayed post-test to determine the achievement of the students. As a result, it was concluded that the inquiry approach applied in the distance education process, where reading skills were statistically controlled, increased the success of the students in the science lesson compared to the traditional application

Preparing First-Year Engineering Students to Think About Code: A Guided Inquiry Approach

In the wake of the so-called fourth industrial revolution, computer programming has become a foundational competency across engineering disciplines. Yet engineering students often resist the notion that computer programming is a skill relevant to their future profession. Here are presented two activities aimed at supporting the early development of engineering students’ attitudes and abilities regarding programming in a first-year engineering course. Both activities offer students insights into the way programs are constructed, which have been identified as a source of confusion that may negatively affect acceptance. In the first activity, a structured, language-independent way to approach programming problems through guided questions was introduced, which has previously been used successfully in introductory computer science courses. The team hypothesized that guiding students through a structured reflection on how they construct programs for their class assignments might help reveal an understandable structure to them. Results showed that students in the intervention group scored nearly a full letter grade higher on the unit’s final programming assessment than those in the control condition. The second activity aimed to help students recognize how their experience with MATLAB might help them interpret code in other programming languages. In the intervention group, students were asked to review and provide comments for code written in a variety of programming languages. A qualitative analysis of their reflections examined what skills students reported they used and, specifically, how prior MATLAB experience may have aided their ability to read and comment on the unfamiliar code. Overall, the ability to understand and recognize syntactic constructs was an essential skill in making sense of code written in unfamiliar programming languages. Syntactic constructs, lexical elements, and patterns were all recognized as essential landmarks used by students interpreting code they did not write, especially in new languages. Developing an understanding of the static structure and dynamic flow required of programs was also an essential skill which helped the students. Together, the results from the first activity and the insights gained from the second activity suggest that guided questions to build skills in reading code may help mitigate confusion about program construction, thereby better preparing engineering students for computing-intensive careers.

The Application Of Guided Inquiry Learning In Improving The Mastery Of Concepts And Science Process Skills On Vibration And Wave Material

This research is a research that uses a quasi-experimental method with a Nonequivalent Control Group Design which aims to increase the ability to master concepts and science process skills of students who study wave vibrations with a guided inquiry approach and students who study wave vibrations using the demonstration method. The population used in this study was all students of SMPN 4 Cibinong in the even semester of the 2016-2017 academic years. The researcher determined that the population in this study was class VIII even semester who was studying vibrations and waves. The criteria for the success of this research are an increase in the ability to master concepts and an increase in science process skills for students who study wave vibrations using a guided inquiry approach and students who study wave vibrations using the demonstration method. The results of the analysis show that the application of guided inquiry learning can improve students' mastery of concepts and science process skills on vibration and wave material, which is indicated by an increase in N-Gain. The increase in the N-Gain mastery of students' concepts for the experimental class is 58.53% and the control class is 36.29%, while the increase in science process skills for the control class students is 26.43% in the low category, while the increase in the science process skills of the experimental class students is 64.44% in the medium category. In addition, students and teachers gave positive responses to the application of guided inquiry learning

Students' Conceptual Understanding and Confidence on Balancing Chemical Equations Using Particulate Drawings

For decades of experience in teaching Chemistry, a chemical equation is usually balanced by writing a coefficient before the formula of atoms, ions, or molecules. In this study, the effect of a pedagogical intervention on the understanding and confidence of students was investigated by combining the guided-inquiry approach and the process of drawing of particles on balancing a chemical equation in a Philippine science classroom context. This action research gathered both qualitative and quantitative data in two phases. Initially, a three-tiered concept test determined the students' initial understanding and perceived confidence in balancing chemical equations using particulate drawings. The inquiry-based worksheets were implemented and investigated for its effectiveness. Specific cases from reflection responses and interviews were presented. The use of three-tiered tests and inquiry-based particulate worksheets exhibited significant change and a moderate positive correlation between conceptual understanding and confidence. This study was able to help Grade 11- STEM students improve their understanding and became more confident in learning the unseen particulate level of Chemistry concepts.

‘Would you dare to jump?’ Fostering a scientific approach to secondary physics inquiry

ABSTRACT Secondary school students often only use the rules for doing scientific inquiry when prompted, as if they fail to see the point of doing so. This qualitative design study explores conditions to address this problem in school science inquiry. Dutch students (N = 22, aged 14–15) repeatedly consider the quality of their work: in a conventional, guided inquiry approach; by evaluating their conclusion in terms of the contextual purpose of the investigation; as consumers of knowledge facing the (hypothetical) risk of applying the findings in the real world. By gauging students’ confidence in the inquiry’s trustworthiness, we established that, while each confrontation instigated some students to (re)consider the quality of their inquiry, the final stage had the greatest impact. Students came to see that finding trustworthy results is essential, requiring scientific standards. The scientific quality of their inquiries was described, weaknesses identified and compared with the improvements students themselves proposed for their inquiries. While the improvemens were expressed in non-specific terms these align with a scientific perspective. Students now wanted to find trustworthy answers by exploiting scientific standards. In enabling students to engage successfully in basic scientific inquiry, finding ways to establish students’ mental readiness for attending to the quality of their scientific claims, and of personalised scientific criteria for their assessment, is indispensable.