Implementation Of Inquiry-based Learning Research Articles

The Analysis of the Improvement of Student's Mathematical Communication Skills in Solving Problems of Circumference and Area of Circles under the Implementation of Inquiry-Based Learning

Mathematical communication skills convey and interpret mathematical ideas through drawings, tables, diagrams, formulas, or demonstrations. The inquiry-based learning model allows students to discover data, facts, and information from various sources to provide experiences. This study aims to analyze students’ mathematical communication skills, improve them using the inquiry-based learning model, and then deepen them through a description. This study uses an explanatory sequential method combining quantitative and qualitative research. The research subjects were 23 VIB students in the control class and 23 VIA students in the experimental class. The study results show that students’ mathematical communication skills are divided into weak, moderate, and strong skills. The independent sample t-test results showed a significant influence of applying the inquiry-based learning model with a sig. 0.003 (p <0.05). Strong and moderate mathematical communication skills showed an increase of 47.83% and 13.04%, while weak skill levels showed a decrease of 60.87%. The improvement of mathematical communication skills is presented as a description of observation and interview results. The research conclusion reveals that applying the inquiry-based learning model can improve students’ mathematical communication skills in solving problems of circumference and area of circles in elementary school students.

The Analysis of the Improvement of Student's Mathematical Communication Skills in Solving Problems of Circumference and Area of Circles under the Implementation of Inquiry-Based Learning

The Analysis of the Improvement of Student's Mathematical Communication Skills in Solving Problems of Circumference and Area of Circles under the Implementation of Inquiry-Based Learning

A Joint Assessment of Reasoning about General Statements in Mathematics and Biology

This contribution belongs to a larger empirical study that focuses on issues related to the implementation of inquiry-based learning and formative assessment in science and mathematics education, while it also refers to the issue of STEM education. Here, we discuss the two topics from the perspective of professional preparation of primary school teachers. We employ an educational tool called Concept Cartoons and perceive it as a common diagnostic tool for investigating modes of reasoning about general statements in arithmetic, geometry and biology. The presented qualitative exploratory empirical study maps and codes various kinds of reasoning that can be identified with the tool and investigates possibilities of a joint coding procedure. As a result, it provides a conversion table between various modes of reasoning in the three subject domains. The arisen code categories cover the field of generic examples, including the initial stages so that they can be used for scaffolding the process of learning the foundations of deductive reasoning. The joint approach to reasoning in mathematics and biology shows how argumentation and formative assessment can be understood equally and developed simultaneously in both school subjects. It helps us to see how the two school subjects can be integrated didactically.

EMBRACING THE UNEXPECTED: USING TROUBLESHOOTING TO MODULATE STRUCTURED- TO OPEN-INQUIRY AND SELF-REGULATED LEARNING IN A FIRST-YEAR VIRTUAL LAB

The implementation of inquiry-based learning in the first-year laboratory curriculum is asignificant challenge, due to students’ limited exposure to unstructured learning. In this course, troubleshooting activities were used to modulate student progression from structured- to guided-, and finally to open-inquiry in a virtual first-year laboratory course. The purpose of the study is to investigate the effect of modulating student progression from structured- to open-inquiry on student development of self-regulated learning skills. The study presents preliminary survey results regarding student engagement in structured-inquiry activities. Analysis of survey results from guided- and open-inquiry activities, as well as qualitative analysis of student reflection assignments are currently ongoing.

A model for continued professional development with focus on inquiry-based learning in science education

This is a qualitative study with a twofold aim. The first aim is to describe and analyse teachers' perceptions of advantages and challenges with a model for continued professional development (CPD) for primary school teachers. The CPD course was about inquiry-based learning (IBL) in science education. The second aim of the study is to analyse the teachers' thoughts after implementing inquiry-based methods in their own science teaching. The empirical data, in the form of video transcriptions, notes, interviews and results from electronic forms, were collected during and after four separate in-service courses for teachers (N=26). The analysis of the data is done through thematic analysis. As positive results, the teachers emphasised the implementation of IBL with their students and the individual mentoring, which were parts of the CPD model. Teachers highlighted the importance of students' possibilities to make investigations based on their own questions, which proved to have a positive impact on students' interest and motivation. Teachers also saw the importance of their own planning and goal setting. The results indicate that the teachers perceived a tension between having control and relinquishing control, which can become a challenge. Two other challenges were teachers' perceived lack of time for planning and implementing but also teachers' deficient subject knowledge.

Penyusunan Unit Pembelajaran Inquiry Based Learning Berorientasi Kemampuan Abad 21

The context of learning in the 21st century directs teachers to think whether they will continue to play the role of "sage-on-the-stage". In connection with teacher competencies and the implementation of inquiry-based learning (IBL), in the teaching and learning process Physics teachers should be able to make learning designs suitable for inquiry learning in the 21st century. However, the form of IBL tools compiled by Physics teachers is not yet oriented towards 21st century abilities needed by students. Based on the results and discussion, it is known that 1) high school physics teachers in Bandar Lampung already know and have knowledge of the IBL model, 2) almost all high school physics teachers have applied IBL-based science learning even though they have not fully understood each IBL syntax and are not yet oriented 21st century skills, 3) there is an increase in teacher knowledge about IBL after the implementation of technical guidance, and 4) the need for further assistance in overcoming teacher obstacles in making IBL-based learning units or devices oriented towards 21st century abilities.

Examining inquiry-based learning stages of concern for high school agriscience teachers

There is documented need for improvement of science comprehension amongst high school students in the United States, and inquiry-based learning (IBL) is a recommended teaching strategy to improve science comprehension. Several researchers have focused on examination of learning outcomes for students, but few have researched the concerns of teachers who may wish to adopt IBL methodology. This study used the stages of concern questionnaire to profile ten Midwest high school agriscience teachers’ concerns regarding implementation of IBL, before and after participation in a year-long professional development program where IBL lessons were developed and used in the participants’ high school classrooms. Results indicated that while some participants showed a positive progression in their stage of concern, most professional development program participants did not progress in their concern stage, and some developed increased resistance to IBL as a teaching strategy. This suggests that teachers may need more robust and tailored support when adopting IBL for their classrooms.

Growing together: cultivating inquiry-based learning in social work education

ABSTRACT Inquiry-based learning (IBL) is a student-centered teaching and learning approach that is student led and inquiry driven. While research has explored experiences of IBL from student perspectives, very little is known about instructor experiences in higher education, particularly in the field of social work. Drawing on four faculty experiences, this paper discusses similarities and challenges of planning and implementing IBL in an undergraduate social work seminar course at a large research-intensive university in Canada. This paper begins by providing an introduction to the state of knowledge regarding IBL in higher education; it then considers research on student experiences of IBL, highlighting the need for this study exploring faculty experiences. Three themes emerged from the data analysis: to include deepened learning experiences, adjusting to a new approach, and peer support and learnings. Implications for social work education includes the need for intentional instructor support for successful implementation of IBL.

The analysis of application of learning materials based on inquiry based learning and its effect on critical thinking skills of students in solving fractions problems

Critical thinking skills are needed to improve mathematical abilities in 21st century. However, with the current learning model, showing students' critical thinking skills did not increase significantly. This study aims to analyze usage inquiry-based learning and find out their effects on students' critical thinking skills in solving fractions problems. Research design using research a mixed methods that is a combination of quantitative research and qualitative research. Research respondents from class 3 were divided into a control class of 22 students and an experimental class of 20 students. Data collection is done through observation sheets, tests, documentation and interviews. The results showed that after the implementation of inquiry-based learning, the percentage of students' critical thinking for the control class was a very critical of 0%, critical 9%, 45% for quite critical, and 46% for less critical and not critical. Starting while for the experimental class the results were very critical 25%, critical 50%, quite critical 15%, less critical 10%, not critical 0%.. The t-test score of the independent samples from the post-test showed that there was a significant difference between the control class and the experimental class with a sig (2-tailed) value of 0.001 (p = <0.05). It can be concluded that the application of inquiry-based learning can influences students' critical thinking skills in solving fractions problems.

The Implementation of Inquiry-Based Learning in Kanagawa Prefectural High Schools –An Approach From the Perspective of the SDGs–

神奈川県教育委員会では、新学習指導要領で求められる資質・能力の育成に向け、「主体的・対話的で深い学び」の実現に向けた ICT 整備や、「総合的な探究の時間」をはじめとした探究的な学びを中核とした教育課程の編成に取り組むとともに、学習成果発表会を充実させる取組を段階的に進めている。

The influence of inquiry-based learning on Indonesian students’ attitude towards science

Firstly, this study examined changes in Indonesian high school students’ attitude towards science after the implementation of inquiry-based learning (IBL). Using a quasi-experimental approach, TOSRA questionnaires were administered before and after intervention to access changes on students’ attitude. The results indicate IBL did not have a positive impact on students’ attitude towards science. Secondly, this study describes an attempt to discover factors limiting or supporting the implementation of IBL in Indonesian classrooms practice. Qualitative analysis of observation and teacher’s interview data was performed. Our findings reported that time, questioning techniques, task difficulties, insecurity of self-directed learning, and experience with group influenced IBL lessons’ implementation.

Upaya Meningkatkan Hasil Belajar IPA dengan Materi Pokok Keanekaragaman Hayati melalui Penerapan Metode Berbasis Inquiri

Based on observations made by researchers on learning activities and interviews with teachers obtained data, that the learning outcomes of science subjects with biodiversity material for class X students of State Vocational High School 60 Jakarta for 2014/23015 school year, are still under KKM and still need improvement - improvement in the learning process because the pre-cycle test results showed values with an average of 68.96 and learning completeness reached 57.57%. To overcome these problems the researchers sought to make improvements through the implementation of inquiry-based learning on IP subjects with biodiversity material for students in class X of the first semester of SMK Negeri 60 Jakarta. This research was conducted at SMK Negeri 60 Jakarta in 2014/2015 academic year with a total of 32 students. This research was conducted in two cycles. The indicator of the success of this research is that during the learning process and reflection it is evident that there is an increase in learning outcomes in science subjects in class X of the First Semester of SMK Negeri 60 Jakarta. The results of his research are: learning outcomes in the first cycle the average value shows 75.51, while the learning outcomes in the second cycle the average value shows. 79.30. Based on research data and discussion, it can be concluded that applying learning through inquiry-based methods in science subjects can improve student learning outcomes in class X of the first semester of SMK Negeri 60 Jakarta.

A Model for Expanding Active Learning Regionally: The Greater Upstate New York Inquiry-Based Learning Consortium

What began as a small group of professors gathering to discuss implementation of Inquiry-Based Learning (IBL) in our classes has developed into a strong regional community of practice. Through a generous grant and a lot of hard work, we created the Greater Upstate New York IBL consortium with a mission to create, grow, and maintain a community of instructors across the region. We describe how the consortium formed organically and the way that it operates. We provide suggestions for creating your own regional community of practice for supporting the adoption and enhancement of active learning techniques.

Scaling up Innovative Teaching Approaches in Mathematics: Supporting Teachers to Take up a New Role as Professional Development Course Leaders for Inquiry-Based Learning

This paper reports on a professional development activity (PD) for course leaders, which was designed within the European project Primas (2010-13, www.primas-project.eu). Primas aimed at the implementation of inquiry-based learning (IBL) in day-to-day teaching on a large scale. The focus is on the education of mathematics course leaders in Germany, who were all teachers. In order to support them in taking up their role and run courses on (IBL), a course leader seminar following design research was developed. The course aimed at course leaders’ learning on two levels: (1) as mathematics teachers about IBL and (2) as course leaders about running PD on IBL. A small scale retrospective interview study gives insights into the needs the participants face when learning about IBL as teachers and when learning as future course leaders. It also illuminates in which way participants took up their role as a course leader. These insights suggest how to optimize the course following design research.

Process-Oriented Guided Inquiry Learning (POGIL) as a Culturally Relevant Pedagogy (CRP) in Qatar: a Perspective from Grade 10 Chemistry Classes

Educational reforms in Qatar have seen the implementation of inquiry-based learning and other student-centred pedagogies. However, there have been few efforts to investigate how these adopted western pedagogies are aligned with the high context culture of Qatar. The study presented in this article highlights the implementation of a student-centred intervention called Process-Oriented Guided Inquiry Learning (POGIL) in selected independent Arabic government schools in Qatar. The study followed a theoretical framework composed of culturally relevant pedagogical practice and social constructivism in teaching and learning. A mixed method research design involving experimental and comparison groups was utilised. Carefully structured learning materials when implemented systematically in a POGIL intervention helped Grade 10 science students improve their perceptions of chemistry learning measured from pre- and post-tests as measured by the What Is Happening In this Class (WIHIC) questionnaire and school-administered achievement test. The study further provided school-based mentoring and professional development opportunities for teachers in the region. Significantly, POGIL was found to be adaptable in the Arabic context.

Teacher beliefs and attitudes about inquiry-based learning in a rural school district in South Africa

Despite growing consensus regarding the value of inquiry-based teaching and learning, the implementation of such a pedagogical practice continues to be a challenge for many South African teachers, especially at rural schools. The research reported in this article concerns the interaction between Grade 10 Physical Sciences teachers’ beliefs about inquiry-based learning, and their practice of inquiry in their classrooms. This research adopted a mixed methods design. In the first phase of the research, quantitative data were collected by distributing a validated questionnaire to Physical Sciences teachers in an education circuit in rural Mpumalanga, South Africa. The next phase of the research involving teacher interviews, provided a more in-depth explanation of some of the findings, which emerged from the questionnaire survey. It was found that sampled teachers from the rural district have a positive attitude towards inquiry in the teaching and learning of Physical Sciences, and recognise the benefits of inquiry, such as addressing learner motivation and supporting learners in the understanding of abstract science concepts. However, despite this positive belief towards inquiry-based learning, teachers are less inclined to enact inquiry-based learning in their lessons. Teachers claim that the implementation of inquiry-based learning is fraught with difficulty, such as availability of laboratory facilities, teaching materials, time to complete the curriculum, and large classes, which creates tension in their willingness to implement it. Keywords : inquiry-based learning; pedagogical practice; rural schools

EXAMINING FACTORS AFFECTING IMPLEMENTATION OF INQUIRY-BASED LEARNING IN FINLAND AND SOUTH KOREA

Using inquiry has become a universal factor in science education, but teachers often face challenges in implementing inquiry-based learning (IBL) because of, for instance, teachers’ low confidence in conducting inquiry or insufficient school resources. Much research has been conducted to identify the barriers that impede inquiry practice. However, most studies have employed small-scale qualitative methods from a single-country sample, and, thus, the effects of each factor on conducting inquiry in different educational systems have yet to be measured in one statistical model. Accordingly, this research was aimed to explore the extent to which various teacher- and school-factors have respectively affected teachers’ implementation of inquiry-based learning at lower secondary schools. To examine this issue, samples of 496 Finnish teachers in 135 lower secondary schools and 184 Korean teachers in 147 lower secondary schools were selected from the TIMSS 2011 science data set. The findings reveal that teachers’ confidence in teaching science and their collaboration to improve science teaching were strongly associated with facilitating inquiry in both countries, and these two factors’ positive effects on the implementation were partially derived from inquiry-related professional development in the Finnish sample. In addition, class size and school resources were also significantly related to inquiry practice in Finland, and the teachers’ education levels were negatively correlated with the frequency of inquiry practice in Korea. However, in both countries, the teachers’ emphasis on exams was indicated as a non-significant factor in predicting inquiry frequency. The results have implications in respect of the roles of professional development and school environment in increasing IBL practice in school science. Key words: inquiry-based learning, teacher collaboration, teacher confidence.

Adding value to education for sustainability in Africa with inquiry-based approaches in open and distance learning

Purpose – Inquiry-based approaches can potentially enrich sustainability learning in any educational context, more so in open and distance learning (ODL – perceived as theoretically inclined) and in regions of educational need (such as the Global South, of which Africa forms part). The purpose of this paper is to map the benefits and challenges of using inquiry-based learning (IBL), with reference to ODL and the value added by IBL in terms of education for sustainability (EfS) in Africa. Design/methodology/approach – Evidence-based reflection is used to provide a narrative assessment of the experience gained with IBL in two undergraduate sustainability-focussed modules in the Department of Geography at the University of South Africa (Unisa), an ODL provider in Africa and the Global South. Findings – Consideration of enabling and limiting factors indicates that although constraints are experienced, adoption of IBL approaches holds potential as pedagogic for EfS in Africa, due to grounding of learning in theory and applied to local places/contexts. This indicates a role for IBL to change perceptions regarding the lack of practical utility of ODL. Originality/value – Implementing place-based and contextual IBL is innovative in ODL. It adds value to learning experiences and supports transformative learning, both important components of EfS and addressing a need in the African context. Practitioners will find the experience gained with implementation of IBL, coupled with possibilities associated with information and communication technologies, of value.

Teachers' experience of the introduction of student-centered pedagogies that promote lifelong learning and enthusiasm for chemistry and science

This paper looks at the first steps taken by a group of Maltese teachers participating in the EU funded FP7 project aimed at promoting inquiry-based learning (IBL) in Mathematics and Science classrooms across Europe, PRIMAS, by providing long-term professional development (PD) to teachers during the introduction and implementation of IBL in an examination-oriented culture. Data were obtained through teachers’ reflective journals and interviews. Difficulties encountered and ways of overcoming challenges are presented. The main difficulties encountered may be classified as systemic difficulties; barriers due to teachers’ personal beliefs and attitudes; and student-related difficulties. Peer support, support of school authorities, and long-term continued PD are needed to help teachers move away from traditional teaching and implement IBL strategies.

A US perspective on the implementation of inquiry-based learning in mathematics

This paper discusses issues related to the potential adoption of inquiry-based learning (IBL) projects in mathematics in the United States. To explain the chal- lenges faced in making a place for IBL in the mathematics curriculum, we describe the historical demands of working with a diverse, highly distributed educational system (that is, a system that does not have a central educational deci- sion-making agency with the authority to mandate nation- wide changes), the impact of high-stakes tests to either open or limit the potential for curricular changes, and the changing context in the United States owing to the emer- gence of the Common Core State Standards in Mathe- matics (CCSS-M) and nationwide high-stakes assessments designed to be consistent with the CCSS-M. We identify a number of dimensions along which there would be chal- lenges for the implementation of IBL in US school math- ematics, including: perceived societal needs; schooling traditions; the specific framing of CCSS-M goals pertaining to problem solving, communicating and reasoning, and modeling and data analysis; and the readiness of the US teaching force to implement IBL. We then consider the issue of scaling up interventions such as IBL, and the politics involved therein.