Inquiry Ability Research Articles

Physics Experiment Teaching Based on Deep Learning

The development of science and technology is an important means to enhance the comprehensive national strength. Therefore, it requires us to attach importance to the cultivation of scientific thinking ability. Physical experiment teaching is the basic content of physics teaching in middle schools and is an important way to cultivate students' spirit of study and science. However, at present, the importance of physics classroom experiment teaching has not been paid attention by many front-line teachers. This paper is based on the research status of deep learning and physics experiment teaching at home and abroad. Through the questionnaire survey, we can understand the implementation of experimental teaching for junior high school students. Combined with the specific cases of junior high school teaching, carry out experimental innovation, including the optimization of classroom experimental teaching aids and experimental methods, as well as the extension of students' family experiments after class. Through the test and comparison, the experimental scheme with strong feasibility is summarized to improve students' scientific thinking ability. I hope to provide new teaching ideas for other physics experiment teaching and make physics experiment become a good carrier for cultivating students' scientific spirit and improving their inquiry ability.

Research on the Reform of Blended Course Teaching Based on the Double-creation Education

With the rapid development of social economy and the wide application of information technology, the teaching mode of higher education is undergoing profound changes. In this context, double-creation education (innovation and entrepreneurship education) has become one of the important development directions of higher education teaching. Double-creation education refers to the education model that guides students to realize their own value and social value by cultivating innovation and entrepreneurship. The blended teaching mode not only can improve teaching efficiency and quality, but also can broaden students' learning channels and ways, and promote the development of their practical and innovative abilities. Therefore, integrating the double-creation education into the blended teaching mode can better meet the needs of society and improve students' practical ability and inquiry ability.

Exploring differential effects of an intervention on historical inquiry tasks: a qualitative analysis of 12th-grade students’ progress

Multiple-documents-based (inquiry) tasks are often used to examine historical thinking, as they require students to apply discipline-specific ways of reasoning and writing. Intervention studies using such tasks have often relied on principles from cognitive apprenticeship to make these discipline-specific heuristics explicit to students. While several studies have found positive results, they offer little insight into how and where exactly students’ progress on historical thinking manifests itself, nor into the differential effects of the intervention. Building on essay data gathered during an intervention study on students’ historical inquiry skills, this study explores differential effects of the intervention according to students’ initial historical inquiry ability. To this end, a purposeful sample of students was selected for whom the intervention was particularly effective. The qualitative analysis of students’ essay tasks (pretest and posttest) revealed remarkable differences between students with high and low pretest scores. Although both groups made progress on all aspects of the essay task, they differed in terms of where and how this progress manifested itself: at posttest, students with a high initial score outperformed others in evaluating sources and rebuttals. This study offers insight into patterns of progress in students’ historical inquiry skills which can inform differentiation in instructional practices.

Exploration of 5E Smart Classroom Teaching Mode Based on Cloud Platform

With the widespread application of information technology in the education industry, a large number of high-quality smart education cloud platforms have emerged, providing an effective way for the intelligent reform of classroom teaching in universities. This study takes the application of English classroom teaching in universities as an example, and uses the learning and education cloud platform as technical support. Starting from analyzing the concepts of education cloud platform and 5E teaching mode, it explores the framework and ideas of combining education cloud platform with 5E smart classroom teaching mode, and explores the feasibility and effectiveness of this mode through comparative empirical research and data analysis. The research results indicate that there is a significant difference in teaching effectiveness between the experimental class and the control class. Under the combination of the educational cloud platform and the 5E exploratory teaching mode, students' autonomous learning ability, scientific inquiry ability, and communication and cooperation ability can be significantly improved. This study provides a case study of 5E smart classroom teaching based on cloud platforms, with the aim of providing valuable reference for the implementation of smart classrooms in the intelligent era and truly realizing the transformation of teaching and learning methods.

중학교 교과 교육목표 분석

Objectives The purpose of this study is to understand the relationship between detailed goals by period and subject and scientific inquiry ability.
 Methods From the 1st curriculum to the 2015 curriculum, a total of 10 curriculums, 132 subjects, and 599 detailed goals were used as a coding frame to open coding using the six sub-elements of scientific inquiry ability defined by KSES. Coding was conducted in consultation with science education graduate students and was reviewed by science education experts to ensure the validity of the research.
 Results As a result of coding, 490 (81.8%) of the total 599 detailed goals were coded, the curriculum with the highest coding rate was the 7th (94.5%), and the lowest curriculum was the 1st (69.6%). Confirmed. At least one specific goal of all subjects was related to scientific inquiry ability, and there was a difference in the scientific inquiry ability emphasized by subject, and there was also a difference according to the times. Among the sub-elements of scientific inquiry ability, the most coded ability through subjects was ‘data interpretation and data transformation (38.6%)’, and the least coded ability was ‘modeling (1.0%)’.
 Conclusions All subjects' goals were related to scientific inquiry ability in common, and they did not change with the times. There were differences in the scientific inquiry ability emphasized according to the subject and the times. In addition, it has significance in supporting ‘education as inquiry’, ‘a wide range of scientific inquiry’, and ‘education through science’.

Students’ Concept Mastery with the Web Inquiry Environment

Technology has a vital role in the field of education. After the COVID-19 pandemic, the learning system has become more flexible. To keep making arrangements according to the development of the situation in the classroom and to avoid student passivity, an online platform is needed that involves students in conducting investigations. The study aimed to determine the student’s ability to understand the concepts in the discussion of Archimedes' Law.The participants involved consisted of 53 grade 7 junior high school students. The method used was descriptive quantitative to investigate students' inquiry abilities and determine their understanding of concepts. The research on concept mastery shows a significant difference in using web inquiry environment after the treatment. Therefore, the web inquiry environment is essential to improve students' concept mastery.Implementing the web inquiry environment is recommended to consider topics with experiments to ensure that all inquiry processes can be carried out efficiently.

Developing an inquiry-based laboratory curriculum to engage students in planning investigations and argumentation

ABSTRACT Reform efforts in Taiwan have added a mandatory ‘Scientific Inquiry and Practice’ curriculum for all high school students, emphasising ‘inquiry-based learning content’ including observing and questioning, planning and carrying out an investigation, argumentation and modelling, and expression and sharing. The purpose of this study was to develop an inquiry-based laboratory curriculum and to explore students’ performance by emphasising ‘expression and sharing’ during the planning of their investigations and argumentation. This ‘Scientific Inquiry and Practice’ curriculum lasted 60 h with 17 10th graders. We employed Science Writing Heuristics to help students integrate inquiry, argumentation, and writing practice into laboratory contexts. Data collected via a Multimedia-based Assessment of Scientific Inquiry Abilities, an Achievement Test, students’ writing in their Argumentation Writing Journal, and semi-structured interviews showed that some of the students’ scientific inquiry abilities, argumentation abilities, and content learning were improved after participating. Moreover, engaging students in the practice of ‘expression and sharing’ provided them with opportunities to develop competency in designing and evaluating the scientific inquiry, and scientifically interpreting data and evidence. Various interpretations of these results are discussed, and the implications of this study can provide a template for the development of an inquiry-based laboratory curriculum in education and research.

Efektivitas Web Based Inquiry Learning pada Materi Pencemaran Lingkungan dalam Konteks ESD (Education Sustainable Development) untuk Meningkatkan Kemampuan Berinkuiri dan Kepedulian Lingkungan Siswa SMP Kelas VII

This paper examines research in using Web Based Inquiry Learning (WBIL) as an alternative to online inquiry learning during the COVID-19 pandemic. WBIL was built to assist junior high school students in understanding everyday science phenomena with a guided inquiry framework and various scaffolding sources. In addition, it aims to support teachers in designing their virtual inquiry classrooms for the new normal learning era. Students' inquiry abilities are limited to five skills, consisting of formulating questions, formulating hypotheses, planning experiments, analyzing data, and drawing conclusions will be categorized based on the recapitulation of scores from the rubric that has been designed. Therefore, web-based inquiry can be used for teachers and students in science learning with appropriate navigation and content layout. WBIL in environmental pollution material is also effective in increasing students' environmental awareness by looking at the results of pretest and posttest as well as student written interviews about environmental pollution material which includes understanding of the environment, the factors that cause environmental pollution, and how to overcome environmental pollution.

Pengembangan Asesmen Kinerja Keterampilan Inquiry Laboratory pada Permasalahan Biologi Abad ke-21

This study aims to develop an inquiry laboratory skill assessment on 21st Century Biological Problems. The assessment tool developed is a non-test assessment in the form of tasks and rubrics. The research and development method (R&D) was used in this study. The subjects of this research were 30 students from one of the public high schools in Banten Province. This research instrument used performance assessment tools in tasks and rubrics, while the data analysis technique used descriptive statistics and data collection purposive sampling. The study showed that the validity of Aiken's V is 0.53. It can be said that the performance assessment tool is declared valid. The reliability value had an average measure value of 0.778. Moreover, the ICC (Interclass Correlation Coefficient) value assessed by three raters was categorized as moderate or moderate reliability. Based on the results of data analysis, the resulting instrument is ready to be used directly in measuring learning outcomes or as an assessment prototype for further development, especially in measuring students' laboratory inquiry abilities.

Research on performance assessment of students’ inquiry skills in China’s elementary schools: a video analysis of Beijing discovering science around us

ABSTRACT Background It is critical to analyse and evaluate elementary school students’ scientific inquiry skills to promote inquiry-based teaching and learning and to develop students’ scientific inquiry skills. Compared with the analysis of students’ scientific inquiry skills based on paper and pen tests and classroom teaching videos, the direct analysis of primary school students’ video works on the scientific inquiry can more intuitively and comprehensively reflect students’ actual scientific inquiry ability. Purpose This study aims to analyse scientific inquiry abilities of students in Chinese elementary school through video works and to reflect students’ scientific inquiry abilities authentically and comprehensively by using performance assessment. Sample 32 high-integrity physics videos on material science topics were further evaluated for analysis. Design and Methods The study proposed the analytical framework of students’ scientific inquiry skills combined with the existing research, and the content analysis of the participating videos was carried out accordingly, which realized the performance assessment of students’ scientific inquiry skills. Results Only 40.59%entries had completed elements of scientific inquiry. The scores for hypothesis making and reflection evaluation were 1.37 and 1.71, which were relatively complex and showed that students’ performance was weak. The highest scores for the ability to inquire and the view of scientific inquiry were gotten by the students in grade 4 and no outstanding performance was shown by the students in grade 6 . Conclusion First, the lowest level of scientific inquiry was found in making hypotheses and reflective evaluation performance. Second, students’ scientific inquiry skills did’t show a dominant correlation with grade, and students’ inquiry skills don’t necessarily increase naturally with increased knowledge and skills. In addition, the degree of openness to inquiry did not fully characterize students’ inquiry skills. Finally, students with a more systematic view of scientific inquiry had relatively higher inquiry skills.

Research on the Hierarchical Interactive Teaching of Middle School Chemistry Based on the Theory of "Mind Map"

The hierarchical interactive teaching model under the guidance of mind map theory advocates problem stratification, intelligence stratification, interactive teaching, cooperative learning, which comprehensively cultivates students' divergent thinking and inquiry ability on the basis of respecting students' differentiated development, so as to implement the core literacy of chemistry. It is a good teaching mode of teaching students in accordance with their aptitude. Based on the actual situation of middle school chemistry teaching in China, this paper analyzes the problems existing in the current teaching, discusses the relationship between this model and China′s education policy, as well as the specific methods and strategies of application in middle school teaching design. Taking "The Properties of Chlorine" as an example, the specific teaching design is carried out to explore the specific path of integrating hierarchical interactive teaching mode into chemistry teaching in China, in order to promote the application of this mode in high school chemistry teaching.

Development of inquiry skills scale for life studies: Validity and reliability study

This study aims to develop a scale that can measure primary school students’ inquiry skills for life studies as valid and reliable. The research consisted of 511 primary school students studying in 15 different schools in the city center in a province in the south of Turkey in the February-May semesters of the 2021-2022 academic year. In the study, the participants were selected by chance, and each participant took part voluntarily. In the study, expert opinion was consulted for the scope and appearance validity of the scale, and exploratory factor analysis (EFA) and confirmatory factor analysis were applied for structure validity. As a result of EFA, a structure consisting of 26 items and four factors explains 40.903% of the total variance. The resulting factors are inquiry ability, asking questions, making sense of the answers to these questions, and recognizing the problem in the middle.

Interactive Music Learning Model Based on RBF Algorithm.

With the development of art education and information technology, it is increasingly necessary to use computer technology and multimedia technology to assist teaching in the teaching activities of music subjects nowadays, so as to cultivate students' independent inquiry ability and drilling ability. The design of an interactive teaching music intelligence system based on artificial intelligence is studied, and a music learning model based on the RBF algorithm is proposed, which helps to enhance students' inquiry ability and also plays the leading role of teachers. By teaching each other, students become the main subject of teaching and learning, and it stimulates students' enthusiasm and learning awareness of music learning.

Action Research of Integrating Inquiry-based Instruction in an Educational Psychology Course

<p>本研究以行動研究的方式，探討探究式教學融入教育心理學課程的實施情形，以及對師資培育者專業成長的影響。研究對象為某師資培育中心修教育心理學課程的師資生20名，共歷時一學期。研究過程中，研究者以「學生探究能力學習單」、「課堂學習氣氛問卷」、「課堂觀察紀錄表」、「教學研究日誌」、「學生作業」與「教學意見回饋」等方式蒐集資料。結果發現，藉由核心問題與層次性提問能有效營造教室探究文化，提高師資生的學習投入，進而展開自主探究學習；在探究步驟中，善用多元評量與具體回饋，讓師資生的學習變得可見；師生亦從探究中形成專業知識與理念，產生理論與實務的連結與意義。再者，研究者亦從反思中強化了探究教學信念，弭平教學壓力與成果的衝突，進而建構出探究教學轉化模式，其結果能提供師資培育課程之探究教學建議。</p> <p> </p><p>This research explored the implementation of an inquiry-based instruction integrated into the curriculum and its impact on the professional growth of the teacher educator using action research. Participants in this study were 20 pre-service teachers who attended an Educational Psychology course. The researcher collected multiple data from the participants’ responses for Student Inquiry Ability Checklist, the class learning atmosphere questionnaire, the teaching and reflection journals, and the pre-service teachers’ reports in class. The findings indicated that essential questions and questioning regarding Educational Psychology could be used to effectively create a classroom with a culture of inquiry, increase pre-service teachers’ engagement in class, and carry out self-directed inquiry learning. During the process, the researcher made good use of multiple assessments and specific feedback to raise pre-service teachers’ performance. It can be seen that the researcher and pre-service teachers constructed professional knowledge and ideas and generated connections and meanings between theory and practice. During this process, the researcher strengthened their belief in inquiry-based instruction from reflection, reduced the conflict between teaching pressure and student learning outcome and constructed a transforming model of inquiry-based instruction. Suggestions for implementing a similar curriculum were proposed for future studies.</p> <p> </p>

Knowledge Analysis of Charged Particle Motion in Uniform Electromagnetic Field Based on Maxwell Equation

Abstract We study the motion states of charged particles in a homogeneous electromagnetic field based on the Maxwell equations. The authors propose the charged particle properties analysis based on the Maxwell equation and electromagnetic field, first explain the Maxwell equation and electromagnetic field properties analysis, and then analyze the charged particles in the composite field (electric and magnetic field coexistence). List the important knowledge points about the motion of charged particles in an electric field, and determine the center of the circle where the charged particles move in a circular motion, simulate the motion of charged particles in a uniform orthogonal electromagnetic field, if at, the trajectory of the charged particle is a short-amplitude cycloid, if, the trajectory of the charged particle is a long cycloid, if. The realization of simulation is mainly based on theory to obtain phenomena, although it has extensive practical significance for confirmatory experiments, when inspiring and guiding students to carry out inquiry learning, physics teachers should still organically combine simulation experiments with traditional experimental teaching, teacher explanations, and student experiments in teaching design and teaching implementation, in order to cultivate students' independent inquiry ability and experimental innovation ability.

The Correlation between Middle School Students’ Intelligence and Scientific Inquiry Ability

The Correlation between Middle School Students’ Intelligence and Scientific Inquiry Ability

Kemampuan Inkuiri Siswa SMP dalam Pembelajaran IPA Memanfaatkan Media E-LKPD

This study aims to describe the inquiry ability of junior high school students during science learning using the E-LKPD media. The instrument was E-LKPD media integration of inquiry abilities. Data collection technique in this study uses result of instrument with data analysis technique used is N-Gain test. The results obtained showed the average ability of inquiry at the first meeting was 58.25 to the second meeting with a score of 65.03 then to the third meeting was 76.86. Inquiry ability of each individual also increased, in the first N-gain test students was 71.88% of low criteria, 21.88% of medium criteria, and 6.25% of high criteria. Meanwhile, in the second N-gain test, it was obtained that 53.13% of students had low improvement, 31.25% of students had moderate improvement, and 15.63% of students had high improvement. So it can be concluded that the average inquiry ability of students has increased at each meeting during the learning process by using the E-LKPD media.

Construction of an English Research Learning Model Based on Constructivism and Data Mining under a Cloud Computing Platform

This paper attempts to explore and summarize the teaching activities of English research learning based on constructivism and data mining under the guidance of advanced teaching concepts and the support of cloud computing platforms and to explain the problems reflected in the practice of English research learning in the current environment. Constructing a teaching model based on constructivism and data mining on the cloud computing platform is a beneficial attempt to combine the new teaching design theory with teaching practice. Based on constructivist learning theory and data mining technology, combined with current English teaching practice, this paper discusses the integration of English research-based learning and data mining technology. Try to implement it in English teaching to improve English learners’ autonomous inquiry ability. The purpose is to promote students to form a positive learning attitude and good learning strategies and cultivate students’ innovative spirit and practical ability to adapt to the requirements of the times for talents. The combination of cloud computing technology and data mining has created a new English learning model, which can greatly improve the efficiency of English learning and provide a good reference for the English learning model.

How to Apply Augmented Reality based Active Learning in Islamic Higher Education?

Learning at Islamic universities currently has challenges to utilize technology-based active learning. However, knowledge about the application of learning media based on active learning in Islamic higher education is still very lacking. So there needs to be a discussion about this. The purpose of this study was to determine the pattern of implementation and strategy of applying augmented reality based on active learning in Islamic universities. Based on the results of the study, it shows the implementation pattern and learning strategy of augmented reality-based on active learning in Islamic Universities as follows: First, it begins by considering the development of the application, knowing the types of active learning classroom, introducing augmented reality learning media and active learning, giving pictures and videos of learning materials using augmented reality for the process of individual reflection and the last stage is discussion and group work. The application of augmented reality in learning in Islamic higher education also attention to indicators of student participation behavior so that students have intellectual inquiry abilities and metacognition.

Influence of Experiential Teaching and Itinerary Assessment on the Improvement of Key Competencies of Students


 The thinking and inquiry abilities of students can be improved effectively only through practical exploration and personal experience. To improve the key competences and promote individual development of students, it is important to arrange experiential teaching pertinently, and handle the learning problems timely, referring to the results of itinerary assessment. This paper explores the influence of experiential teaching and itinerary assessment on the improvement of key competencies of students. Firstly, a regression model was established to evaluate the improvement of students’ key competencies, based on stepwise regression. Next, the Iterative Dichotomiser 3 (ID3) model was adopted to classify the tuple of each test sample or research object. Finally, the association rule mining technique was applied to the benchmark evaluation of the improvement of students’ key competencies, and the three benchmark evaluation models were synthetized into an integrated model. The effectiveness of the proposed model was demonstrated through experiments.