Inquiry-based Learning Approach Research Articles

Fostering Mathematical Proficiency and Creative Thinking Skills in 10th Grade Students Through the 5E Inquiry-Based Learning Approach with Supplementary Media

This research aims to enhance mathematical proficiency and stimulate creative thinking among 10th-grade students through the implementation of the 5E Inquiry-Based Learning approach with Supplementary Media. The study explores the effectiveness of this pedagogical approach in transforming the learning experience and outcomes in mathematics education. The study focused on comparing students' performance before and after the intervention, as well as investigating their creative thinking abilities in terms of flexibility, originality, fluency, and elaboration. The participants consisted of 10th-grade students from a large-sized school in the northeastern region of Thailand, specifically one classroom comprising 40 students. The tools include Lesson plans, Mathematics Proficiency test and Creative thinking skills test. The results revealed a significant improvement in mathematical proficiency following the implementation of the 5E Inquiry-Based Learning Approach with supplementary media, with a notable increase of 37.25%. Prior to the intervention, students scored an average of 4.64 out of 20, which increased to 12.08 out of 20 post-intervention. Furthermore, the investigation into creative thinking skills indicated that students exhibited a proficient level overall, with an average score of 22.60 out of a maximum of 32 points. The analysis of specific dimensions of creative thinking revealed average scores of 5.60 for Originality, 5.78 for Fluency, 5.63 for Flexibility, and 5.60 for Elaboration.

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.

Does the Understanding of Managing Variables among Pre-Service Early Childhood Teachers Correspond to Distinct Teaching Methods in Their Future Careers?

This study aims to examine the views of pre-service early childhood student teachers (referred to as student teachers) regarding the potential impact of an inquiry-based science course on their intention to utilize inquiry-based learning approaches, such as the Control of Variables Strategy (CVS) method. The study comprised a preliminary phase (N = 17) and a primary phase (N = 81). The participants’ level of understanding of the inquiry-based method was assessed using an open- and semi-open questionnaire. A 34-item Likert-type questionnaire was created using the Theory of Planned Behavior in the preliminary phase of the study and utilized in the primary phase to examine student teachers’ intentions to include the CVS technique into their lessons. The results showed student teachers’ strong intention to implement inquiry-based learning strategies, being supported by their positive estimations of managing the CVS method engagement in the classroom. However, their estimations of the significant others’ opinions and the personal gain–loss balance expected from engaging with the CVS method significantly hindered their intention. Most interestingly, the results of the study suggest that the various levels of comprehension of the CVS method attained by student teachers are connected to the adoption of distinct approaches in their future teaching endeavors. In light of these results, we discuss several teaching implications.

Evolution of teachers’ and researchers’ praxeologies for designing inquiry mathematics tasks: the role of teachers’ beliefs

AbstractThis paper is focused on the collaborative work of two communities, one of teachers and one of researchers, during a teacher professional development program on the inquiry-based learning approach in mathematics, addressed to lower secondary school in-service mathematics teachers. We conceptualize the design of inquiry mathematics task as the boundary object on which the two communities work collaboratively. We aim to study the evolution of teachers’ and researchers’ meta-didactical praxeologies for designing inquiry mathematics tasks, with the Meta-Didactical Transposition framework, to understand if and how their collaboration favors their convergence toward shared components of final meta-didactical praxeologies. In the results, we show that this convergence is reached thanks to internalization processes of praxeological components for designing inquiry mathematics tasks, as a consequence of the learning mechanisms activated by the common work on the boundary object. In this paper, we address also the issue of understanding the complex relationship between teachers’ beliefs on inquiry mathematics tasks and the meta-didactical praxeologies of teachers and researchers. As a result, we propose a model in which the evolution of teachers’ beliefs is taken into account both as an agent and a consequence of the evolution of the meta-didactical praxeologies of the two communities involved in the teacher professional development program.

Pandangan dan Tantangan Guru dalam Penerapan Metode Socrates untuk Meningkatkan Keterampilan Berpikir Kritis Siswa Sekolah Dasar

Critical thinking skill is a major concern in education throughout the world, with the aim of preparing students for the learning context of the 21st century. However, many teachers have difficulty adopting this new teaching method. This qualitative research aims to investigate teachers' views and the obstacles they face when implementing the Socratic method, an inquiry-based learning approach, in the classroom. Researchers used a purposive sampling method to select five Indonesian language teachers and conducted semi-structured interviews. Data analysis shows that most teachers see positively the application of the Socratic method in improving students' critical thinking skills. However, they face challenges, especially related to knowledge of teaching materials, questioning skills, student participation, topic selection, and time constraints. Based on these findings, this research recommends the need for additional support for teachers, especially in terms of understanding Indonesian language subject matter and effective teaching skills while implementing the Socratic method in the classroom.

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

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

Redesigning Laboratory Courses in Information Technology Program: An Inquiry Based Learning Approach

Redesigning Laboratory Courses in Information Technology Program: An Inquiry Based Learning Approach

A classroom experience about the application of research-based learning for the teaching of probability in engineering

<abstract> <p>We explored the implementation of a Research-Based Learning (RBL) for the teaching and learning of probability in engineering education. The approach provided a student-centered learning environment, integrating practical activities within an active learning conception. A detailed RBL task in connection with weather forecasting was described, highlighting a methodical 10-day learning process that considers research, practical application, and reflection. The effectiveness of this RBL task was evaluated through thematic analysis of student reflective essays, focusing on their learning experiences and challenges. The analysis revealed enhanced understanding of probability, varied student engagement, and the value of practical learning. It also identified challenges in conceptualizing abstract probability concepts. The findings highlighted the RBL's potential in improving students' conceptual grasp and application of probability in real-world scenarios, providing key insights for future educational strategies in engineering. This study contributes to the broader discourse on innovative teaching methodologies in engineering education, demonstrating the impact of active, inquiry-based learning approaches.</p> </abstract>

Development of an Inquiry-Based Science Module on Plant Parts and Their Functions in Elementary Schools

Purpose of the study: The aim of this research is to produce a product in the form of an inquiry-based science module for class IV elementary school and to determine students' responses to the feasibility of an inquiry-based science module on plant parts and their functions.
 Methodology: This type of research uses the R & D (Research and Development) development method. The data collection technique in this research is using observation sheets, interview sheets, and questionnaires. Data analysis uses descriptive statistics. Qualitative data will be analyzed logically and meaningfully, while quantitative data will be analyzed using average calculations.
 Main Findings: The main result of this research is that a module is obtained that is suitable for use as teaching material in class IV elementary schools on science learning material regarding plants and their functions. This is demonstrated based on the assessment of material experts, media experts and teachers with the ideality of the material being explained in detail accompanied by illustrations or picture descriptions, the material is also explained using an inquiry approach, and the module contains information that increases students' knowledge. This is confirmed by the average assessment percentage of 87.9% for material experts, 84.1% for media experts, and 84.9% for teachers.
 Novelty/Originality of this study: Then the novelty of this research lies not only in conveying knowledge about plant parts and their functions but also in fostering a deep curiosity and appreciation of nature through an interactive, inquiry-based learning approach.

THE DEVELOPMENT OF READING PROCEDURAL TEXT LOCAL CULTURE-BASED MATERIAL AT MTS LABOR JAMBI

This study aims to develop speaking for general purposes teaching materials based on an inquiry-based learning approach in Jambi University English education study program. This inquiry-learning approach-based teaching material was developed to improve students' speaking skills based on the inquiry process. This research is also a form of implementing learning with a project based learning (PJBL) program for listening and speaking courses for general purposes. The subjects of this development research are students of the first semester of the English education study program for the 2020/2021 academic year. They took the Speaking for general purpose course which is offered in the first semester. This research uses a Research and Development approach. The approach used in this research uses three stages, namely the exploration stage which includes analyzing the needs for teaching materials, the prototype model development stage which includes designing the model and testing the model and the validation stage which includes expert validation. (Sukmadinata (2008). The data collected at the exportation stage is speaking for general purpose based on inquiry. The material made is a prototype speaking for general purpose based on inquiry-based learning. In developing the material, researchers use YouTube online as a teaching and learning medium. Developing activities and learning and their assessments as one of the manifestations of student-centered learning (student based learning). Researchers develop a class management system and monitor and evaluate learning. Researchers also reflect on the learning process associated with the results of case methods and project based learning with innovative development of solving a case, increasing student participation in analyzing cases and finding solutions collaboratively. In the case method model, the lecturer provides a description of a situation that requires the actors in the situation to take l certain decisions to solve a problem. Based on the information presented in the case, students choose alternative problem solving that is considered the most appropriate based on an understanding of the problem, analysis and comparison of available alternative solutions.

Fostering Secondary School Science Students’ Intrinsic Motivation by Inquiry-based Learning

Abstract Background Intrinsic motivation plays a unique mediating role in student academic performance. An inquiry-based learning (IBL) physics practical is studied in terms of effects on secondary school students’ intrinsic motivation towards performing science practicals. Results After performing IBL experiments on ionizing radiation, 38 secondary school physics students were interviewed and expressed their need for support in two main areas: the inquiry process and non-salient tasks, i.e., operating the equipment. The IBL experiments were revised accordingly, providing scaffolding through revised worksheets and videos on the use of the equipment. Subsequently, a quasi-experiment was carried out. One experimental group received both a revised worksheet and a video (N = 88), the other only received the worksheet (N = 67). Students performing the same practical on the basis of a step-by-step instruction sheet were used as a control group (N = 87). Five subscales of the intrinsic motivation inventory were used as a pre- and post-test for all three groups. Results show significant gains in the Interest/Enjoyment as well as Effort/Importance subscales favouring both IBL groups. With an instructional video, all five subscales show a significant increase as compared to the control group. Conclusions The results point to the advantages of using an IBL approach for practicals, provided appropriate scaffolding is used in terms of equipment operation and inquiry process.

The Development of Science Process Skills and of Content Knowledge with Inquiry Boxes in Early Childhood Education

This paper aims to investigate the systematic use of an inquiry-based learning approach in science by using inquiry boxes for preschool children. We prepared four thematic inquiry boxes for the areas of magnetism and buoyancy, separation of substances, weighing objects, and the investigation of substances. The research sample consisted of twenty children aged four to five years. Ten children from the experimental group explored the material using the photo-type instructions on the instructional cards over a period of four weeks. Comparative test results for the control group children show that the experimental group children progressed both in content knowledge and in better-developed science process skills. We find that children develop autonomy in science process skills such as classifying, ordering, and weighing through prepared and guided inquiry with the help of the inquiry boxes. In doing so, children show increasing autonomy within each set of tasks that develop the chosen science process skill. In this manner, science practices with inquiry boxes allow children to build on science content knowledge. They can apply the skills they have learned through inquiry boxes to new knowledge instead of teaching science processes as isolated skills. This approach of individually guided inquiry by children using thematic inquiry boxes is therefore recommended as a proven didactic tool for developing science process skills and content knowledge.

INQUIRY-BASED SCIENCE APPROACH IN KINDERGARTEN: A SYSTEMATIC REVIEW

Inquiry-based learning is a pedagogical approach that empowers learners to actively construct knowledge by engaging in problem-solving, critical thinking, questioning, and hands-on experiences. The inquiry-based approach in science emphasizes learners' active role in creating their understanding of the natural world. This review critically examines the application and impact of inquiry-based science approaches in kindergarten education. Through a thorough analysis of 16 research articles, the study shed light on different aspects of inquiry-based learning, including subject areas, participants, methodologies, types of inquiry-based approaches, theoretical frameworks, and impacts on learning outcomes. Findings show a predominant focus on early years’ science, with kindergarten children being the primary participants. The use of qualitative research methods shows a trend toward a comprehensive understanding of the issue. The study underscore the significance of using inquiry-based learning approach in kindergarten education and offers helpful information for teachers, decision-makers, and researchers. It also emphasizes the need for further empirical studies, particularly those addressing instructional models, challenges faced in the classroom to execute inquiry-based learning, and longitudinal studies to evaluate the long-term impacts of inquiry-based science education on kindergarten children performance.

Cultivating Critical Thinking Skills Through Inquiry-Based Learning Approach in College Oral English Class

Cultivating Critical Thinking Skills Through Inquiry-Based Learning Approach in College Oral English Class

Video-Based IBL and Conventional Approaches to Critical Thinking Skills in Terms of Gender

This research will describe the interaction of learning and gender approaches to the critical thinking skills of Science Elementary School students. This study used a quasi-experimental design method using a 2 x 2 factorial research design and saturated samples. Data were collected using the essay questions given at the beginning and end of the treatment. Test the hypothesis using Two way ANOVA. This study resulted in differences in critical thinking skills among students who were given treatment with video-based IBL approach in science learning is higher than conventional. Critical thinking skills among the group of female students outnumbered male students. There is no interaction effect of the video-based inquiry-based learning (IBL) strategy and gender on critical thinking skills. In the group of female students, the critical thinking ability of students who were given a video-based IBL approach was higher than conventional. In the group of male students, students who received a video-based IBL approach demonstrated greater critical thinking skills than conventional students. In the group of students who were given a video-based IBL approach, female students outperformed male students in critical thinking abilities. Male students have a stronger critical thinking capacity than female students in the group of students given the standard approach.

탐구기반 학습(IBL)을 통한 음악중심 STEAM 교육 프로그램이 예비유아교사의 자기주도학습능력, 음악내용지식 및 음악교수효능감에 미치는 영향

The purpose of this study was to examine the effects of a music-centered STEAM education program through inquiry-based learning for pre-service early childhood teachers on self-directed learning ability, music content knowledge, and music teaching efficacy. This study was conducted for 15 weeks with 44 second-year students (experimental group: 22, comparison group: 22) of early childhood education department at C university located in B city. Differences between groups were examined through covariate analysis using self-directed learning ability tools by Lee et al. (2003), music teaching content knowledge tools by Nam (2014), and music teaching efficacy tools by Bang and Park (2005). The findings indicated that pre-service teachers in the experimental group, who experienced an inquiry-based learning approach within a music-centered STEAM education program, demonstrated significant improvements compared to the control group. Notable enhancements were observed in self-directed learning abilities—learning planning, execution, overall self-directed learning—and in music teaching content knowledge, specifically in knowledge about young children, music teaching methods, music teaching environment, and comprehensive content knowledge. Moreover, within music teaching efficacy, there were substantial improvements in belief in teaching abilities, result expectations, and overall efficacy. This study is significant for introducing innovative music education methods that align with the Revised Nuri Curriculum through creative and problem-solving play for pre-service early childhood teachers.

Full-Structured or Supported by Incremental Scaffolds? Effects on Perceived Competence and Motivation

Scientific inquiry is an inquiry-based learning approach that emphasizes student investigation of research questions and the utilization of scientific methods to address those research questions. One such method is experimentation, which is viewed as an open-ended problem-solving process that is mostly perceived by students as a complex procedure. Supplementing open inquiry with instructional support that matches students’ competences is crucial to enable autonomous experimentation. Incremental scaffolds offer instructional guidance during experimentation and allow students to work on a task autonomously. To answer the question of whether guidance through incremental scaffolds, as opposed to full-structured experimenting, might have a positive impact on students’ perceived competence regarding experimentation and motivation, 251 students were assigned to two treatment conditions in our study. The “full-structured group” (n = 122) worked with full-structured experimentation guides and the “incremental scaffolds group” (n = 129) received incremental scaffolds as supporting materials during experimentation. Our results show that the students in the “full-structured group” perceived themselves as significantly more competent in planning, conducting, and analyzing the experiment and were more intrinsically motivated than the students of the “incremental scaffolds group”.

Efficacy of Inquiry-Based Learning and Teaching Approach in EFL Inferential Reading Comprehension among Chinese High School Students

Chinese EFL high school teaching often overlooks critical inferential reasoning in reading comprehension. This study proposes a shift from teacher-centric methods to an Inquiry-Based Learning and Teaching (IBLT) framework, expected to enhance EFL inferential reading abilities among Chinese high school students. This aligns with China's National English Curriculum Standards, emphasizing the importance of such proficiency. The study gauges current EFL reading comprehension in Chinese high schools and assesses IBLT's efficacy through a controlled, nine-week experiment, with data analysis revealing a positive impact. The findings aim to inform pedagogical tactics, promoting a more interactive, student-focused teaching model.

An Inquiry-Based Learning Approach to Teaching Undergraduate Cryptology

This article describes the author's experience designing and implementing an inquiry-based learning (IBL) pedagogical approach to an upper-division undergraduate cryptology course. The author shares the course goals and how the IBL style supports their achievement. The article concludes with sample activities – in-class exercises that touch on one-time pad, the Birthday Problem, the Meet-in-the-Middle attack, and Diffie–Hellman key exchange protocol, and a programing assignment on the Vigenère cipher.

Inquiry-based mathematics education and attitudes towards mathematics: tracking profiles for teaching

AbstractResearch on the relationships between the main constructs underlying inquiry-based learning is rarely reported in mathematics education research. Considering this as a complex problem which is worth to be investigated, the present study aims to provide some empirical evidences that might serve as an insight to support further investigations on the relationships between attitudes towards mathematics and inquiry-based learning approaches. Thus, this study adopts a descriptive research design where no variables are manipulated but observed and measured in order to identify changes depicted in data collection. An instructional design focusing on the nature of mathematical inquiry is carried out with the participation of 304 secondary and high school students, and a clustering approach is used to look at how participants are grouped around certain attitudinal profiles before and after such mathematical practice. The results show how the heterogeneity of attitudinal profiles present in the classroom evolves positively in terms of perceived usefulness of mathematics and mathematical self-concept as perception of competence in mathematics. This fact provides some basis that might be used for further research on the idea that certain forms of development in inquiry-based mathematics education (IBME) based on greater immersion in the nature and culture of mathematics can help students to improve their attitudes towards mathematics.