Inquiry-based Learning Activities Research Articles

Promoting Critical Thinking Skills in the Classroom

Critical thinking is a vital skill for students to develop in order to succeed academically and navigate the complexities of the modern world. This paper explores strategies for promoting critical thinking skills in the classroom across various grade levels and subject areas. It examines the importance of critical thinking, defines key components of critical thinking, and highlights the benefits of cultivating this skill for students' academic and personal growth. Additionally, the paper discusses practical approaches and instructional strategies that educators can use to foster critical thinking, such as inquiry-based learning, Socratic questioning, and problem-solving activities. Furthermore, it explores the role of technology and collaborative learning in enhancing critical thinking skills. By integrating these strategies into teaching practices, educators can empower students to think critically, analyze information, evaluate arguments, and make informed decisions. Ultimately, the paper emphasizes the importance of nurturing critical thinking skills to prepare students for success in school and beyond.

Inquiry-Based Chemistry Education Activities in a Non-formal Educational Setting for Gifted Students

Student giftedness is a complex, developmentally dynamic and contextual phenomenon that teachers confront every day. In the classroom, teachers often meet students who have exceptional potential or achieve very high learning goals. The aim of this study is to illustrate the evaluation of inquiry-based learning activities in a specific context (Diversity in Science towards Social Inclusion learning modules) implemented in a non-formal educational setting for gifted students in relation to their level of individual interest and their autonomous and controlled motivation, comparing different groups of students. We investigate how these activities affect the students’ attitudes towards inquiry-based learning, their situational interest and their interest in science careers. A total of 264 Slovenian lower secondary school students participated in the study. The students participated in non-adapted and adapted activities based on the inquiry-based learning approach. The data were collected using pre- and post-activity questionnaires. Participation in the study, which took place in the period between the 2021/22 and the 2022/23 school years, was voluntary. The data was collected anonymously and used for research purposes only. The results show several statistically significant differences in how students’ level of individual interest, autonomous motivation and controlled motivation for learning chemistry affects their attitudes towards inquiry-based learning, their situational interest in Diversity in Science towards Social Inclusion activities and their interest in science careers. For the gifted and non-gifted students who participated in “Forensics Science” lab activities before and after the adaptations to the modules, the results related to their attitudes towards inquiry-based learning and situational interest are also reported. Thus, the results of the study provide useful insights for researchers in the field of chemistry education as well as for chemistry teachers in lower and upper secondary schools. The presented study is a good example of best practices that chemistry teachers can apply in teaching chemistry, thus enabling all students, not only the gifted ones, to learn chemistry using the inquiry-based learning approach.

Guided inquiry-based learning to enhance student engagement, confidence, and learning.

This study explores the impact of guided inquiry-based learning (IBL) on student engagement and performance in a dental hygiene program. The research was conducted with 36 dental hygiene students, focusing on enhancing student engagement using a guided IBL methodology that could ultimately lead to improved student performance and confidence. Delivered through two interventions, pre-, post-, and delayed post-tests evaluated student performance and confidence, while the ASPECT survey assessed student engagement. The interventions included a lecture (intervention #1) and a group-based IBL worksheet activity (intervention #2). Statistical analyses using analysis of variance (ANOVA) tested the impact of these interventions on student performance and confidence-adjusted scores. Results showed significant improvements in student performance and confidence following both interventions, with notably higher gains after the IBL activity. Analysis of ASPECT survey data revealed positive perceptions of engagement, emphasizing the importance of group dynamics, instructor roles, and the activity's value. Students reported enhanced understanding and engagement through group interactions and individual study. The study also highlighted the critical role of the instructor in facilitating and guiding the IBL activity. In conclusion, the study demonstrates that guided IBL strategies can significantly enhance student confidence and performance, suggesting a sustainable impact on learning outcomes. These findings underscore the importance of active, engaged learning methodologies in healthcare education, particularly in enhancing long-term retention and understanding of complex topics. The study advocates for integrating such strategies into academic curricula to foster deeper student engagement and improved educational experiences.

The Effects of Inquiry-based Learning Activities to Understand the Nature of Science of Science Student Teachers

Understanding the nature of science (NOS) is one of the main components for science students to be science literate people. It is also important for science teacher students to develop their NOS understanding to be relevant to an informed view. Therefore, this study investigated the effects of Inquiry process learning activities through a reflective explicit approach and the history of scientists on science student teachers, understanding NOS through mixed-method research. The samples were 35 science student teachers in the general science program at Yala Rajabhat University, Thailand. The research instruments included (1) inquiry-based learning through the reflective explicit approach and the history of scientists lesson plans, (2) the NOS understanding questionnaire, and (3) a semi-structured interview about the NOS understanding. The data were statistically analyzed in terms of percentage, mean, standard deviation, t-test dependent samples, and content analysis. The results revealed that the mean scores of the NOS understanding of the science teacher students taking part in the inquiry-based learning activities through the reflective explicit approach and the history of scientists after learning were higher than those before learning, with the statistical significance at .05. After the learning, most of the students had informed view (IV) of all NOS aspect. The research suggests that Inquiry-based learning activities through the reflective explicit approach and the history of scientists can promote an understanding of the nature of science. It should be used in science learning management to develop students' understanding of the nature of science. Keywords: nature of science, the inquiry process, reflective explicit approach, history of scientists, learning activities

Development of Inquiry-based Active Learning Pedagogy Approach to Heightening Learners' Critical Thinking Skills in Data Visualization for Analytics Course

Abstract— Data visualization is a powerful tool for communicating complex and multidimensional information in an effective and engaging way. However, creating effective data visualizations requires not only technical skills, but also critical thinking skills to select, analyze, and interpret data. In this paper, we propose an inquiry-based active learning pedagogy approach to heighten learners’ critical thinking skills for the course Data Visualization Analytics. We describe the design and implementation of a series of learning activities that involve learners in posing questions, collecting and exploring data, creating and presenting visualizations, and reflecting on their learning outcomes by collecting survey questions from 76 students. We also present the results of a mixed-methods evaluation of the approach, which involved all 76 undergraduate students from Kalasalingam Academy of Research and Education (Deemed to be University) in Tamilnadu, India. The evaluation showed that the approach improved learners’ critical thinking skills, as measured by a pre-and post-test, and enhanced their engagement and satisfaction with the course, as indicated by a survey and interviews with four input parameters and one output parameter. We discuss the implications of our findings for the data visualization analytics course and suggest directions for students' efficacy by applying regression and correlation analysis. Keywords—Active Learning, Inquiry Learning, Pedagogy, Critical Thinking, Data Visualization, Data Analytics.

ANKSTYVOJO GAMTAMOKSLINIO UGDYMO TENDENCIJOS

The journal's introductory article (editorial) discusses current trends in science education. Inquiry-based learning, STEAM and project-based activities remain relevant to science education. In the process of inquiry-based learning, the formulation of a question, which determines the hypothesis, the design of the research model, and the search for an answer, rather than the immediate finding of an answer, is becoming increasingly important. A distinctive feature of learning by inquiry is the involvement of the students, which is not just about memorising facts or knowledge, but about deeply understanding what is being explored by delving into the unknown. It discusses the use of technology, the importance of the principle of visuality in science education, and the emerging need to learn science not only in the classroom, but also increasingly in natural educational environments. This is also useful in exposing topics related to sustainability. As in pre-primary education, the science curriculum in primary school develops seven competences, but there are six areas of achievement rather than three: knowledge of the nature and development of science, science communication, science exploration, knowledge of natural objects and phenomena, problem-solving and reflection, and the harmony between people and the environment. Keywords: inquiry-based learning, primary school, science curriculum, science education, visuality in science education

Impact of Prolonged Professional Development on Teachers’ Confidence in Using Inquiry-Based Learning in the Classroom

Professional development (PD) programs for science and agriculture teachers designed around the inquiry-based learning (IBL) teaching strategy could help to improve science proficiency amongst our high school students. PD that continues over a longer period of time is more effective than short-term workshops. The purpose of this study was to explore the impact of a prolonged PD program on teachers’ confidence in using IBL strategies for teaching animal sciences content. The following research questions guided this study: RQ1: What were participants’ perceptions of a prolonged PD program? and RQ2: How did the prolonged PD program influence the participants’ confidence in using IBL? For this project, the teachers completed three online modules focused on best practices for using IBL in the classroom and then participated in a five-day in-person PD program that was offered in Tennessee and Nebraska during June and July of 2022. Basic qualitative methodology was used, and four focus groups were conducted. The following themes emerged: perceptions of the PD and confidence in using IBL. Allowing teachers to work through the IBL activities as students appeared to increase their confidence in using IBL to teach animal science concepts in the future.

Impact of 3D-printed laboratory equipment in vibrations and controls courses on student engineering identity, motivation, and mindset

This paper describes the implementation of innovative 3D-printed laboratory equipment linked to inquiry-based learning activities designed to improve learning, increase engineering identity and motivation, and foster a growth mindset in students taking undergraduate level mechanical vibrations courses, control theory courses, and associated laboratories. These innovative designs create new opportunities for hands-on learning, are low-cost, portable, and can be adapted for use in multiple science and engineering disciplines. The learning activities are based on the POGIL model, which has been used across a variety of disciplines including engineering. We describe the features of three separate devices (spring-connected sliding carts, compliant parallel arms with fixed-free ends and a slider mass, and a pendulum with variable tip load) implemented using a quasi-experimental approach with 510 duplicated students across three semesters during the COVID-19 pandemic in multiple lecture courses and laboratory sections. We also present an assessment of impact based on descriptive statistical analyses of survey data for student-reported learning gains and pre-post paired comparison tests on validated instruments measuring perceptions of engineering identity, engineering motivation, and growth mindset. Further, we conducted a student focus group and include salient instructor observations. Results show most students participating in the learning activities using these devices report that it supported their learning “a lot” or “a great deal.” In addition, on six of seven surveyed learning outcomes, most students reported feeling confident enough to complete them on their own or even teach them to someone else. Our data did not show a measurable impact on engineering identity, engineering motivation, or growth mindset, though it does suggest further investigation is merited.

Effects of student-centered learning approaches towards interest in science

The need to improve the way science is taught in Philippine classrooms arises because of the decline in the performance in science among high school students. This study investigates the effects of student-centered approaches, such as inquiry-based learning (IBL) and problem-based learning (PBL), on students’ interest in learning science. This study utilized an explanatory sequential mixed-method design. A total of 44 Grade 12 students served as respondents to the survey through a complete enumeration technique. Data were collected using a modified science interest questionnaire, a journal, and through a one-time recorded interview. Results revealed that IBL and PBL showed a significant difference in students’ interest after exposure to both approaches. IBL and PBL activities encourage student engagement, critical thinking, and creativity. However, a few students felt distressed about IBL activities and disclosed negative views of PBL as difficult and time-consuming.

The Creation of Situated Boundary Objects in Socio-Educational Contexts for Boundary Crossing in Higher Education

There is a growing awareness of the need to develop professional skills among university students, which is related to connecting learning to real life. In order to foster this connection, teachers may carry out activities that involve crossing boundaries, using theory in the practice of the professional context. This study presents a teaching experience consisting of a collaborative inquiry-based learning activity mediated by a WebQuest. Students analysed real digital literacy or digital inclusion projects implemented by local organisations to propose improvements by means of creating a digital educational product (a boundary object). This involved a change in context from the university environment to the socio-educational and professional setting. The aim of this study is to examine the students’ perception of this experience. For this purpose, a case study was conducted with a group of 39 first-year students of the bachelor’s degree in Social Education of the University of Barcelona. A questionnaire was administered and the responses were analysed from the perspective of Hermans’ Dialogical Self Theory and Star’s boundary objects. The results show that the students perceive the activity as a bridge between the two contexts, that they view this transition positively—albeit with certain limitations—and that they consider digital technology to have facilitated boundary crossing. In conclusion, we consider that the examined experience is useful in respect to closing the gap between academic and professional skills and contributes to the theoretical foundations for learning between contexts.

Hybridizing Real and Virtual Experiences: Inquiry-Based Learning Activities to Explore Surface Chemistry

Hybridizing Real and Virtual Experiences: Inquiry-Based Learning Activities to Explore Surface Chemistry

The Implementation of Inquiry-Based Learning Activities in an Introductory Animal Science Course

Inquiry-based learning (IBL), a student-centered teaching technique, prompts students’ initiative in self-guided learning and problem-solving. IBL promotes engagement through higher-order thinking, collaboration, and creativity. This study examines the impact of IBL levels on students’ interest, motivation, and engagement. Three levels of IBL (traditional, structured, and guided) were implemented in an introductory animal science laboratory session at three time points during the Fall 2021 semester. Students were divided among five laboratory sessions and then randomly divided into six groups using a Latin square arrangement. During each time point, students completed 20-minute case scenario activities utilizing one of three IBL levels. Inquiry levels were differentiated by the instruction, information, and supplies provided to students. At each time point, students self-reported their situational interest, motivation, and engagement on a Likert scale. Across all IBL levels, students experienced high levels of attention demand, identified regulation, and personal effort and no differences were seen between IBL levels. Although limited to one course, our findings suggest that IBL activities promote interest, engagement, and motivation, which could generate long-term student engagement and investment in course content. Future research should juxtapose inquiry-based learning and traditional teaching methods to further examine the impacts in additional formats and subjects.

Development of Science Learning Activities Using Inquiry-Based Learning Management to Improve the Academic Achievement of Secondary School Students

The objectives of this research were as follows: (1) to develop learning activities in science and technology subjects using inquiry-based learning for seventh-grade students (12-13 years old); (2) to develop academic achievement for the topic of elements and compounds using inquiry-based learning management activities to meet the 70% requirement; and (3) to assess the satisfaction of seventh-grade students who are taught with inquiry-based learning management. The target group of this study was 24 seventh-grade students on the science and technology course. The research tools included seven inquiry-based learning management plans, an achievement test, and a satisfaction assessment. The results show that synthesizing the approach to learning management using inquiry-based learning led to the formulation of learning activities. Students had better academic achievement, with a mean score of 81.45%, which was above the 70% requirement. Students were satisfied with inquiry-based learning activities, with an average of 4.75 and a standard deviation of 0.48, which is the highest level.

FROM STUDENTS’ PERCEPTIONS ON INQUIRY-BASED LEARNING TO INNOVATION IN DEVELOPING ENGLISH ORAL COMPETENCE AT TON DUC THANG UNIVERSITY

The research aims at providing background theory, depicting a clear picture of the Inquiry-based Learning approach through survey as well as interviews, and making some suggestions for more effective application to English-majored students at Ton Duc Thang University. The results of the survey demonstrate that students have positive attitudes towards this approach as it helps them enhance their learning autonomy, expertise knowledge, creative, and soft skills such as teamwork, critical thing skills, problem-solving skills, creative skills.. In addition, the interviews from students, lecturers, and managerial staff elicit that the Inquiry-based Learning approach is helpful in teaching and learning as it enables students to be more active in learning, doing research, and interacting between lecturers and students, which results in apparently better learning outcomes. Based on these practical surveys, this paper provides some implications of Inquiry-based Learning activities for English-majored students and English Language Teaching.

Students’ mathematical beliefs and motivation in the context of inquiry-based mathematics teaching

In this paper, we investigate the learning experiences, beliefs and motivations of students in classes where the mathematics teachers have received support for using inquiry-based learning activities. Data were collected from 248 students in the age-range 11–16 using electronic questionnaires. Our results show that key features of inquiry-based mathematics were only moderately reflected in these students’ beliefs about the subject, their dispositions towards mathematics were less positive across the transition from primary to secondary school, and with respect to motivation this decline was stronger for girls than for boys. Furthermore, medium to strong correlations between belief- and motivation subdomains were found, for instance, students who view mathematics as a creative subject and/or have a growth mindset of mathematics also tend to find this subject enjoyable and perceive it as useful. Finally, our results indicate that inquiry-based teaching has a potential for fostering positive dispositions towards mathematics, as students who often experience inquiry-related activities in class also tend to see mathematics as a creative and interesting subject that will be useful for them in the future.

Introduction to Light Properties and Basic Principles of Spectroscopy at the High-School Level: A Pilot Study

Spectroscopy is the basis of many applications in chemistry; however, the basic principles of light, light–matter interaction, and the operation of spectrophotometers are rarely present in chemistry curricula at the high-school level, or they are only briefly introduced to students before focusing on analytical chemistry applications. In this work, we report the results of a study conducted over several years, aimed to design, optimise, and put into practice a didactic sequence on light phenomena such as reflection, refraction, interference, diffraction, and light dispersion, as well as the basic principles of ultraviolet–visible spectroscopy and spectroscopic instruments. Difficult concepts of light phenomena and related topics were deeply investigated, focusing on the best ways to teach them to high-school students in the framework of the content-specific components identified in the topic-specific pedagogical content knowledge theoretical model. Inquiry-based learning and interactive STEM laboratory activities were combined with a historical epistemological teaching method. Short introductory videos were also recorded to help students during the remote lessons in the COVID-19 pandemic period. In this paper, we report and discuss the research strategy used in order to design and implement the sequence of educational activities, leading to a final optimised didactic sequence that was tested in a pilot study. The main results were obtained from the experimentation with several classes in two high-school technical institutes with a chemistry and material sciences curriculum, along with a group of undergraduate students during the first part of an introductory course on molecular spectroscopy.

Our Américas: “The things I Cannot say”: Empowering Emergent Bilingual Learners

Emergent bilinguals who experience inquiry-based learning activities gain transformative benefits that can lead to rhetorical literacies and greater confidence

E-module Newton's Law of Gravity based Guided Inquiry to Train Critical Thinking Skills

The study aims to develop an electronic module based on guided inquiry on Newton's law of gravity material that is valid, practical, and effective. The developed e-module aims to practice critical thinking skills in physics learning. This development research uses the ADDIE development method which consists of five steps, namely analysis, design, development, implementation, and evaluation. Student response questionnaires to guided inquiry e-modules and tests of critical thinking skills became research instruments. Data analysis presented with quantitative descriptive. The product validity was assessed by 3 experts with an average score of 3.63 with category very valid. The practicality of the product consisted of readability which was tested on 15 high school students in Grade X and the teacher's perception of the suitability of guided inquiry-based learning activities in e-modules by obtaining an average percentage of 90% in the category very practical. The effectiveness of the product is assessed based on students' responses of critical thinking skills are improve after using the e-module by obtaining a product effectiveness percentage of 87% with category very effective. Student response questionnaire showed a positive response to the developed e-module. Based on the analysis of the research results, it is stated that the guided inquiry-based e-module on Newton's law of gravity is valid, practical, and effective for practicing critical thinking skills.

STEM education in early primary years: Teachers’ views and confidence

Pre-school and first years of primary school provide the basis for future learning in STEM, and teachers’ views-confidence are important for effective classroom practices. This study investigated teachers’ views and confidence in implementing STEM education in early primary years. The participants were 140 Greek teachers who completed an online 35-item questionnaire. Teachers expressed positive-strong perceptions and confidence in implementing STEM education in early primary years. Over 80% of the sample expressed agreement in that they feel comfortable-confident when they facilitate inquiry-based learning activities within mathematics or science topics. The practical obstacles of resources-material and time to explore STEM topics and implement learning activities were reported. The findings have implications for educational policy and practice.

Instruction: examining elementary preservice teachers' self-efficacy for designing inquiry

PurposeThis study seeks to understand the factors and orientations that are relevant to preservice teachers' (PSTs) beliefs about their ability to design lessons for inquiry-based K-6 social studies instruction.Design/methodology/approachSeventy elementary PSTs participated in a series of inquiry-based learning activities in a social studies methods course. The study uses exploratory factor analysis, a quantitative method to explore teacher self-reported efficacy for designing inquiry lessons.FindingsThe findings revealed that three capabilities related to design are relevant to elementary social studies PSTs' self-efficacy for designing inquiries: lesson design competence, lesson design disposition and lesson design practices. Most PSTs expressed low self-efficacy in all three capabilities. PSTs with a higher disposition for designing inquiry lessons may show a strong sense of self-efficacy for inquiry-based curricula design and practice in elementary social studies education.Originality/valueThe article discusses the importance of understanding PSTs sense of efficacy and categories of such self-efficacy beliefs at the level of lesson design within the context of teacher education. It discusses the need for teacher educators to facilitate educationally sound critical reflection on lesson design skills, disposition and practices that foster PSTs' sense of ability to teach via inquiry in elementary classrooms.