Inquiry-based Approach Research Articles

Enhancing scientific creativity through an inquiry-based teaching approach in secondary science classrooms

ABSTRACT The purpose of this study was to explore the impact of inquiry-based teaching on students’ scientific creativity. Using a quasi-experimental design in a Chinese secondary school, the study compared intervention students (N = 102) and control students (N = 245), employing pre- and post-assessments with the ‘Comprehensive Scientific Creativity’ instrument. The intervention involved a biology teacher taking five inquiry-based teaching lessons over a period of two months in each of three 10th-grade classes. Compared to the control group, the intervention group showed statistically significant enhancements in their creativity, specifically in their divergent thinking and convergent thinking, but no difference in their attainment scores or motivation in scientific creativity. The results from the control group suggested that the educational activities they routinely experience may hinder the development of students’ divergent and convergent thinking. Observations of the lessons and interviews with the teacher and students highlighted the challenges of implementing more inquiry-based teaching in upper secondary science lessons in China. These findings provide science educators with inquiry-based teaching strategies for fostering scientific creativity among upper secondary school students, and underscore the need for future research to address implementation challenges associated with inquiry-based teaching.

A digital, inquiry-based lesson on the rain shadow effect for middle school

This article introduces a middle-school level, NGSS-aligned, inquiry-based approach to teaching weather and climate concepts in grades six through eight using free online resources including Google Earth. Inquiry-based learning has been shown to improve student achievement, but Earth’s climate systems are complex and macroscopic, making inquiry-based teaching difficult. This tends to result in a teacher-centric approach to teaching climate in middle school, where lectures and authoritative videos predominate. Unfortunately, in this educational setting, many people develop climate misconceptions and tend to view climate change as a minor issue or a matter of personal belief. This lesson offers an alternative approach in which technology provides a scaffold to inquiry-based learning. After an unusual weather phenomenon such as a snowman in the desert is introduced, students use Google Earth to explore the contrasting forest and desert found on opposite sides of some mountain ranges. With Nullschool Earth, students explore daily historical wind data to model prevailing winds and develop an understanding of how patterns in the motion of air masses create the rain shadow effect. This lesson helps students begin to model the complex Earth systems that create climate and to understand the distinction between weather and climate.

Inquiry-Based Instruction in Science among Grade 8 Students in Rizal National High School, Surigao City Division

This study aimed to investigate the effectiveness of inquiry-based instruction compared to a conventional approach in enhancing science learning among Grade 8 students. A quasi-experimental design was employed, involving 76 students from Rizal National High School, Surigao City Division, who were divided into control (conventional instruction) and experimental (inquiry-based instruction) groups. The DepEd Caraga Region Sukdanan standard test was utilized to measure academic performance in science before and after the intervention. Data analysis, using weighted mean, standard deviation, t-test, and Analysis of Covariance (ANCOVA), revealed significant improvements in both groups. However, the experimental group, exposed to inquiry-based instruction, exhibited a more pronounced increase in scores (pre-test mean: 15.55 to post-test mean: 32.82) compared to the control group (pre-test mean: 15.32 to post-test mean: 22.18). Both t-tests and ANCOVA confirmed the statistical significance of these gains (p < 0.05), with the inquiry-based approach demonstrating a particularly strong impact on student learning outcomes. The findings underscore the potential of inquiry-based instruction as a valuable pedagogical tool for promoting science learning. This approach, which emphasizes student-centered exploration and discovery, appears to foster a deeper understanding of scientific concepts compared to traditional methods. The study suggests that integrating inquiry-based strategies into science curricula can significantly enhance student achievement and engagement.

A Content Analysis on Theses Related to Inquiry-Based Learning Approach

The aim of this study is to investigate 32 master's and 16 doctoral theses in the Higher Education Thesis Center (http://tez2.yok.gov.tr/), which were conducted between 2008 and 2022 in science education and which are about inquiry-based learning approach, by content analysis method. The data obtained through document analysis were analyzed by content analysis. In addition, it was aimed to identify the frame on inquiry-based learning in science education and to identify deficiencies and orientations. Document analysis method was used in the study. "Science Education Thesis Classification Form" was created by the researchers by examining the categories and themes created in the content analysis studies in the literature. Theses were accessed by searching the words "inquiry-based" and "inquiry-based learning" on the Council of Higher Education Thesis Center. Theses were examined in the categories of thesis type, year of publication, research method of the thesis, research model type of the thesis, sample size of the thesis, sample level of the thesis, data collection tool of the thesis and data analysis method types of the thesis. The data obtained were calculated with MS-Excel program. The analyzed postgraduate theses were evaluated separately as master's and doctoral theses. Frequency and percentage values were given in tables. As a result of the research, it was concluded that while the majority of the theses examined were master's theses, the theses conducted within the scope of doctorate were much less; quantitative research model was preferred more in the studies, and the most studies were conducted in 2019. It was found that undergraduate students were selected as the sample in the majority of the theses within the scope of the study; fewer studies were conducted at the primary education level, and the range of 51-100 was the most preferred number in sample size. At the end of the study, suggestions were made for future studies.

Adapting the ‘study and research path’ methodology in strength of materials to online teaching and resource-constrained scenarios

The Study and Research Path (SRP) methodology, emphasizing exploration of answers to open questions, has recently gained recognition as an effective active and inquiry-based learning approach, notably in the realm of Mechanical Engineering education. This study investigates the adaptation of SRPs to online and resource-constrained environments. We present and compare eight SRP-based Strength of Material courses conducted before, during, and after the COVID-19 pandemic. Our analysis focuses on the transformations observed in SRPs, encompassing shifts in course organization, question-answer maps, media-milieu dialectics, resource utilization, and inquiry procedures. Our findings demonstrate the successful adaptation of the SRP course to online teaching during the unprecedented remote conditions brought about by the pandemic. This adaptation resulted in a more guided Q-A map, innovative practical experiences with homemade setups, increased use of simulations, and parallelized inquiry by different groups. Importantly, materials and strategies developed during this transformation proved invaluable in subsequent post-pandemic courses, particularly in hybrid or constrained space and cohort settings. Our study highlights the adaptability and efficacy of SRPs in diverse teaching environments, providing valuable insights for educators seeking to implement SRPs and other active-learning, inquiry-based methodologies to challenging ecological conditions.

Inquiry-Based Approach in the Context of Undergraduate Teacher Training

The aim of the study is to present information about the main findings of a research study on the application of the inquiry-based approach in undergraduate teacher training in the field of technical education. The authors seek the answer to the question ‘To what extent are the graduates of teacher training programs prepared for the application of the inquiry-based approach in technical education?’ For the above purposes, an exploratory qualitative research design was used. A qualitative pedagogical experiment was carried out, which was supported by additional research tools and methods (essays, microteaching, participative observations, an analysis of the research subjects, and reflection). The obtained findings show that, in the process of experiments, it has come to a shift in the participants’ opinions about the application of the inquiry-based approach in technical education. The participating future primary school teachers showed an inclination to using the method of inquiry, and the results suggest that they are sufficiently equipped with competencies for its realization. Since there is a lack of research in the field, the present study provides unique data that can help experts (primarily field didacticians) understand the need for searching for an optimal teaching model that can contribute to increasing the quality of education. Doi: 10.28991/HEF-2024-05-03-09 Full Text: PDF

Secondary School Students’ Engagement with Environmental Issues via Teaching Approaches Inspired by Green Chemistry

Green chemistry refers to the design and application of practices that prevent pollution and promote environmental sustainability. A set of 12 principles make up the core of the green chemistry philosophy, and, since their emergence, they have been implemented in the educational practice of tertiary education. Over the past few years, the green chemistry approach has started expanding among secondary education as well. This review discusses green chemistry teaching experiences in secondary education as reported in 70 scientific publications (from 2002 to the present) that were identified via a literature search. All identified documents were examined and analyzed to map their green chemistry content and relevant environmental issues, the degree of the connection between the chemistry concepts and environmental issues (“environmentalization”), the implemented teaching-learning approaches, and, when applicable, the achieved learning outcomes. Analysis showed that all 12 green chemistry principles were covered within the identified publications, with the ones referring to prevention and the use of renewable feedstocks being the most frequent. The publications touch upon several environmental issues, with the most frequent being those referring to hazardous chemical waste, alternative energy resources, and recycling. Most of the publications correspond to a medium degree of environmentalization. The inquiry-based, hands-on-based, problem-based, context-based, and socio-scientific issues-based teaching approaches were shown to be the most widely used. Regarding the achieved learning goals, those mostly explored were related to the cognitive and affective domains. This comprehensive review may provide a solid foundation for the organization and design of novel curricula that will integrate green chemistry into education for sustainable development programs in secondary education.

Digital Learning Media in Interactive Multimedia Based on Inquiry Approach for Sociology Learning in High Schools

The rapid evolution of technology presents significant challenges in its integration into educational environments. Despite these challenges, interactive multimedia digital learning materials stand out as an effective means to meet educational objectives in high schools. By combining these materials with methodologies like inquiry-based learning, educators can offer a richer and more dynamic learning experience. Therefore, the objective of this research is to develop interactive multimedia with an inquiry-based approach that is suitable for use in education. The research method used in this study is research and development, adopting the Alessi & Trollip model. The research sample consist of 7 people which was media experts, subject matter experts, practitioners (subject teachers), and 42 students. Data collection is conducted through non-test methods such as observation and questionnaires. The research data is then analyzed qualitatively and quantitatively. The research results show that in the alpha testing phase, the developed interactive multimedia received a "Very Good" qualification from the experts and practitioners who acted as validators, with an overall average score of 87%. Meanwhile, the beta testing results with the research subjects, the students, gave a rating of 87% which falls under the "Very Good" qualification. Thus, interactive multimedia with an inquiry-based approach is deemed suitable for use as a learning medium in sociology subjects. This research showed that the inquiry-based multimedia for sociology could be a tool to facilitate learning activities in high schools.

Exploring Online Inquiry-Based Instruction in Social Studies

The purpose of this study was to determine the various experiences and challenges of social studies teachers in utilizing inquiry-based learning or instruction in social studies in an online class setting, as well as how teachers make online inquiry-based instruction effective in teaching social studies subjects. The findings of this study will be used to develop actions and models for improving inquiry-based instruction in an online class setting. A qualitative study design was used in this study wherein ten (10) social studies teachers participated in the study because they are the ones who have mastered the subjects and lessons involved in social studies. A semi-structured interview was used, with interview questions focusing on teachers’ experiences with inquiry-based learning. Thematic content analysis was used to evaluate and categorize the respondents’ statements or responses to the research questions. It was discovered that when social studies teachers began using the inquiry-based learning approach or teaching style in online social studies classes, they encountered challenges in terms of student readiness and preparedness. When students are not prepared, the IBL becomes ineffective because teachers cannot receive responses from students who are not ready to answer questions. Also, when teachers are unprepared for the content, questions, activities, and assessments in an online IBL class, the IBL becomes unsuccessful. The findings suggested that establishing a positive relationship with students, as well as informing them about the objectives of the IBL and their role in the IBL class, will make inquiry-based instruction effective in an online class setting, particularly in social studies.

Teacher Performance Level to Guide Students in Inquiry-Based Scientific Learning

The strategies employed by teachers and students in the open inquiry-based learning approach are crucial, especially when presenting researchable questions formulated by students under the guidance of the teacher. This effectively promotes the teaching and learning of various disciplines. Participant observation was conducted in the science classroom for secondary education teachers to establish the level achieved by teachers in the development of the open inquiry-based learning experience and to identify the taxonomic level of researchable questions (RQs). An observation rubric was applied, revealing that 83% of in-service teachers reached a satisfactory level, while 67% of pre-service teachers were classified as unsatisfactory in terms of using the open inquiry-based approach. Both groups formulated high-order inquiry questions, with a clear inclination in favor of in-service teachers compared to pre-service teachers. These results highlight the importance of university training in focusing on inquiry skills, particularly in planning, inferences, and evaluation. Through this observational analysis, valuable information about the current state of open inquiry-based learning is contributed, advancing science education in Peru.

Experiential and inquiry-based learning approaches; correlated exploration on usage in selected secondary schools in Bugiri District, Eastern Uganda

ABSTRACT This study intended to investigate the effectiveness of experiential and inquiry-based learning approaches in secondary schools around Bugiri District in Eastern Uganda with a focus on whether inquiry-based teaching techniques were being used to support student learning based on evidenced experiential education as well as challenges encountered when utilizing these methods. This narrative cross-sectional survey study employed a qualitative approach using interview responses attained from key informants. Findings indicate that through an inquiry-based approach, students are urged to study the subject, ask questions, and exchange ideas rather than have the teacher dictate what they should know. In inquiry-based learning, small-group discussions, guided learning, projects, and hands-on investigation take precedence over lessons. In addition, teachers are typically better at spotting errors in students’ work than they are in their own. It is crucial to ensure students’ learning by giving them high-quality information. Some children learn best by looking at visuals, others by listening and some by reading and writing. Teachers should promote “learning by doing” and also take the lead and create a forum where students can express their opinions and experiences.

Systematic Literature Review on Pedagogies and Visualization Tools for Machine Learning in K-12 Schools

Though studies have been done on Machine Learning, almost all the studies focused on higher educational institutions, with little attention to K-12 educational settings. Those studies that focused on K-12 are scattered, making it difficult to specifically know which visualization tools best enhance Machine Learning in K-12 schools. This study, therefore, through a systematic literature review determines which visualization tools best promote Machine Learning in K-12 schools. The study specifically considered, barriers to the use of Machine Learning in K-12 schools, visualization tools for Machine Learning in K-12 schools, and pedagogical strategies that benefit the teaching and learning of Machine Learning in K-12 schools. The study sourced articles from Scopus and the Web of Science database after applying the inclusion and exclusion criteria. Data from the articles were extracted based on the PICO framework and their quality was assessed using the Critical Appraisal Skills Programme (CASP) model. The barriers to Machine Learning in K-12 schools include a lack of information about the development and usage of the tools, selection, and coordination barriers, lack of attention to machine learning by educational stakeholders, and programming demands. Appropriate visualization tools for Machine Learning in K-12 schools include MLflow and NN-SVG. Though there exist numerous approaches for teaching ML in K-12 settings such as active learning, inquiry-based, participatory learning, and design-oriented approaches, the best pedagogy that supports machine learning in K-12 schools as per existing literature is participatory learning. Teachers need to acquire the appropriate and specific information and technical know-how or skills about machine learning for promoting visualization lessons in K-12 schools. All teachers should be sensitized to adopt participatory learning pedagogy to enhance the effective use of machine learning in K-12 schools. Machine learning should be integrated into teaching and learning in K-12 schools since it is ideal for visualization and experimentation, which are inevitable for effective teaching and learning in K-12 schools.

Eksplorasi Implementasi Laboratorium Fisika Berbasis Inquiry Di SMAN 1 Kejayan

This study aims to identify and analyze the impact of the implementation of inquiry-based Physics Laboratory on the quality of learning and student learning outcomes in SMAN 1 Kejayan. Specifically, the purpose of this study is to understand how inquiry-based approach affects the understanding of physics concepts, students ' learning motivation, as well as the challenges and opportunities that arise in the process of its implementation. This article explores the implementation of inquiry-based Physics Laboratory in SMAN 1 Kejayan which was previously dominated by qualitative methods that focused on memorization and limited application of physics concepts. The implementation of this method offers the potential to improve the quality of physics learning and students ' learning outcomes by engaging them in hands-on exploration of physics concepts, which increases understanding and motivation for learning. The school supports teachers with the necessary training and laboratory facilities. Research uses a qualitative approach and demonstrates the positive impacts of this approach, such as improved student understanding and learning motivation, although challenges remain, including time management adjustments, teacher training, and resource provision. The implementation of inquiry-based Physics Laboratory in SMAN 1 Kejayan showed a positive impact on the understanding of physics concepts and student learning motivation. Despite challenges in terms of teacher training and resource provision, ongoing support from schools through training and investment in laboratory facilities has proven effective in strengthening these methods. The results indicate that inquiry-based approach can improve the quality of physics learning and student learning outcomes, as well as encourage active participation and involvement of students in the learning process. The study's conclusion states that despite the challenges, this approach supports better learning quality and improved student learning outcomes, with schools continuing to invest in teacher training and laboratory resources to strengthen the application of these methods.

Inquiry Design Method: Teaching September 11, 2001 and Post-9/11 History with Children’s & Youth Literature

This practitioner paper describes an inquiry-based approach applying the College, Career, and Civic Life (C3) framework to facilitate instruction of September 11, 2001 history, and its impact on post-9/11 society. An upper elementary level inquiry teaches the Boatlift Rescue from Manhattan Island, and a secondary level inquiry addresses the concepts of loss and persistence. Enduring issues are humanity and resiliency. The featured sources are children’s and youth literature related to 9/11 history and post-9/11 society. Children’s and youth trade books offer educators a valuable starting point to teach about 9/11 and post-9/11 history. For each inquiry instructional strategies are highlighted that encourage students to make their thinking visible when reading trade books and using primary sources from 9/11 repositories.

Inquiry-based Ethnoecological Conservation Approach to Improve Students' Critical Thinking Skills

This study explores the effectiveness of an inquiry-based ethnoecological conservation approach in enhancing critical thinking skills among students. Amidst growing concerns over environmental degradation, the integration of ethnoecological knowledge within educational frameworks emerges as a potent tool for fostering environmental stewardship and critical thinking. This research adopts a mixed methods design, engaging 45 secondary school students in a two-month pedagogical intervention that blends inquiry-based learning with ethnoecological insights. The intervention's impact on critical thinking was assessed using pretest-posttest analysis, supplemented by qualitative insights from student interviews. Quantitative results demonstrate a significant improvement in students' critical thinking skills post-intervention, with statistical analysis revealing a notable increase in mean scores and a reduction in score variability. This indicates not only an enhancement in critical thinking abilities but also a homogenization of skills across the participant group, underscoring the universal efficacy of the approach. Qualitative findings further enrich these results, with students reporting a deeper understanding of environmental issues, a stronger connection to cultural heritage, and a heightened sense of responsibility towards conservation efforts. The study highlights the transformative potential of integrating indigenous knowledge systems into environmental education, advocating for a pedagogical shift towards more inclusive, culturally relevant learning frameworks. By engaging students in a contextually rich exploration of ecological and cultural interconnections, the inquiry-based ethnoecological approach proves effective in cultivating critical thinking, thereby equipping students with the cognitive tools necessary to navigate and address complex environmental challenges. This research contributes to the evolving discourse on environmental education, offering valuable insights into the role of ethnoecology and inquiry-based learning in developing critical thinking skills and fostering a generation of informed and engaged environmental stewards.

Adapting the 5E Inquiry-based Model in Online Science Teaching

The preoccupation with equipping science learning among students has engendered educators to explore various approaches and strategies in the online setup. A plethora of studies promoted the use of the 5E inquiry-based approach to augment science learning. Yet, a dearth of studies employing this approach is observed especially in the New Normal setup, hence, the conduct of the study. The study ventured into how senior high school teachers’ and students’ experiences and strategies can serve as inputs to the implementation and development of the 5E inquiry-based instruction model in online science teaching following a case-study design. The participants of the study were purposively sampled. Qualitative data were generated from the answers of the teachers to open-ended questions and thematically analyzed. A focused group discussion with students was conducted to triangulate the data. Data revealed a recalibration of the model wherein the “Evaluate” phase is an integrative phase of all phases and teachers exemplify an iterative process of “Explain” and “Elaborate” phases in the online setup. The researchers recommend the development and validation of lesson exemplars for biology, physics, and chemistry capitalizing on the adapted teaching model.

Analysis of Students' Critical Thinking Disposition in Science Learning

The study aimed to analyze the specific dispositions that contribute to effective critical thinking among prospective science students. Utilizing a descriptive survey method, the study involved 52 participants from different universities, aiming to gather comprehensive data on their critical thinking dispositions. The research instrument, a structured questionnaire comprising 36 items derived from Ennis's critical thinking indicators, was validated and tested for reliability, ensuring its efficacy in measuring the intended constructs. The findings revealed that the overall critical thinking disposition of the students was predominantly below the critical threshold, with significant variability across different indicators. For instance, indicators such as seeking and offering clear statements and reasons scored relatively high, while others like taking into account the total situation scored lower. This disparity highlights the need for targeted interventions to enhance specific critical thinking dispositions. The study recommends integrating contextual and inquiry-based learning approaches, which have been shown to effectively foster critical thinking by engaging students in real-world problem-solving scenarios. Moreover, incorporating collaborative and experiential learning experiences can further nurture critical thinking skills, promoting deeper understanding and innovation. The research emphasizes the importance of developing specific disposition like open-mindedness to improve the critical thinking capabilities of prospective science teachers, ultimately enhancing their academic performance and preparedness to tackle complex scientific issues.

E-gaming: An active learning pedagogy for engaging learners in a private university in Karachi, Pakistan.

There is a radical shift in teaching and learning pedagogies to engage the learners in healthcare profession. It was a tough challenge for Pakistani educators of an esteemed university to motivate and assess the learners for concept absorption and critical reasoning using creative approaches. Teaching and learning styles have changed fundamentally from conventional teacher centred to inquiry-based student-centred approach. Classroom teaching in recognised nursing and medical institutes in Pakistan have transformed to blended and entirely online methodologies with the integration of diverse active learning strategies. The educators grapple to engage the millennials and to encounter this, gaming technological platform was used to facilitate the learners for maximum integration, active participation, and create an exciting learning experience. Various e-gaming tools, such as Kahoot, Jamboard, Padlet Wall, Ed-Puzzle, Mentimeter, etc., were used in nursing and medical courses and were highly appreciated by the leaners to retain, review, and self-assess.

Developing Experimental Competency in Pre-Service Physics Teachers with An Inquiry-Based Approach

Developing Experimental Competency in Pre-Service Physics Teachers with An Inquiry-Based Approach

INQUIRY BASED HIGH-TECH APPROACH: TEACHING EXPERIENCE

Information Communication Technologies (ICT) have gained primary importance in language classes since today each learner has a technological device beside their books in the classroom. Moreover, internet connection is provided in every classroom. Especially the language classes benefit from the internet in different ways. Inquiry-based approach and technology are intertwined. This approach is called the inquiry-based high-tech approach. The inquiry-based high-tech approach is a learning process engaging learners in making real-life connections by high-level inquiry and discovery. Learners discover by experiencing themselves and solving problems through technology usage in the classrooms. Hence, the aim of this study is to reveal the experience of teaching with the inquiry-based high-tech approach in a language class. The inquiry-based High-Tech approach is applied through three general phases after ice-breaking: warm-up for inquiry, data collection and general overview. Although it requires a certain level of language knowledge and motivation to apply, it works perfectly with a suitable group of learners even though there are learners with special needs. Teacher becomes a guide and the learners become the actors of their own learning processes.