Inquiry-based Learning Research Articles

Exploring Science and Technology Teachers’ Experiences with Integrating Simulation-Based Learning

Science and technology require learners to engage in practical work and inquiry-based learning. In South Africa, schools still need laboratories, textbooks, and equipment for practical work. Considering the above contextual challenges, this paper calls for integrating computer simulation-based learning (SBL) into science and technology education. Very little is known about science and technology teachers’ experiences of simulation-based learning in rural settings. This interpretative study, located at a teacher training institution in South Africa, aimed to explore science and technology teachers’ experiences of integrating simulation-based learning in their teaching. The study was framed within Kolb’s experiential learning theory, which posits that learning is a process of creating knowledge through the transformation of experience. Sixteen practicing teachers enrolled for their honors degree were purposively selected. Data were generated via semi-structured interviews, online interactive discussion forums, and reflective journals. All ethical protocols were observed. NVIVO was used to create tag clouds before thematic analysis could begin. The findings illuminated participant experiences as learning, unlearning, disrupting pedagogies, revisioning best practices in a community of inquiry, and promoting conceptual understanding and spatial visualization. The findings demonstrated an authentic practice of educating and training teachers to integrate SBL into their teaching and the use of SBL in promoting the conceptual understanding and spatial ability of learners in school settings that lack laboratories and functional equipment.

Perceptions, attitudes and approaches of mathematics teachers to remote teaching in an emergency

This study highlights important aspects of the transition from face-to-face to emergency remote teaching (ERT) in the context of elementary school mathematics. The integration of computerised technologies in teaching is a process that requires a change in teaching method and sometimes in teachers’ worldview as well. The research examined the level of technology integration in mathematics lessons using the five-step Apple Classrooms of Tomorrow model. The relationship between mathematics teachers’ teaching strategies and their perceptions of their role in the classroom and in remote teaching in an emergency was analysed. The teachers’ level of comfort with technology integration in face-to-face teaching was found to strongly impact their perceptions of online teaching and the strategies used when transitioning to ERT. We point out tools that teachers need, and that they often lack, in order to incorporate teaching strategies at high levels of thinking, such as research-based learning, problem-solving, and developing classroom discussions while working in collaborative groups, into an online format. Implications arising from this study can shed light on the emphasis that must be considered when planning courses that prepare teachers for ERT, whether for in-service teacher training or bachelor’s and master’s degree programmes.

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.

Effectiveness of Inquiry-Based Chemistry Learning on Students’ Attitudes and Knowledge of Climate Change Mitigation Behaviors

Effectiveness of Inquiry-Based Chemistry Learning on Students’ Attitudes and Knowledge of Climate Change Mitigation Behaviors

Fostering ecosystem understanding: The synergistic impact of inquiry-based instruction and information literacy

In the field of environmental education, it is crucial to obtain a profound understanding of students' learning about ecosystem concepts, particularly with regard to the intricate processes of material cycling. Material cycling involves the movement and transformation of elements and compounds within ecosystems and serves as a cornerstone for effective instructional techniques aimed at improving learning outcomes. This study examines the synergistic potential of merging inquiry-based instruction with information literacy within the context of the “mini ecosystem” theme to increase seventh-grade students' comprehension of ecosystem concepts, material cycling, modeling design, and visual literacy. Utilizing a quasiexperimental design, the student cohort was divided into an experimental group that was exposed to inquiry-based instruction and information literacy and a control group that utilized integrated audiovisual media. Assessment tools included standardized tests, open-ended inquiries, design drawings, and evaluations of visual literacy.This study sheds light on students' comprehension of concepts related to ecosystems and material cycling and highlights the effectiveness of integrating inquiry-based instruction and information literacy. Notably, the experimental group surpassed the control group in several aspects, including understanding and higher-order thinking of ecosystem concepts, overall model design with material selection, and overall visual literacy, including aesthetic techniques and creative imagination. However, no significant differences were found in conceptual design or material cycling of model design or in theme composition in visual literacy. In both groups, students with higher pretest scores did not exhibit improvement in the understanding of ecosystem concepts. Despite the identified limitations, the results underscore the potential benefits of each individual component (i.e., inquiry-based instruction and information literacy) as well as their combined synergistic effect in bolstering students' grasp of ecosystem concepts. The study concludes by discussing its limitations and providing suggestions for future research.

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.

Fostering STEM Education in Primary Schools: A Review of strategies for enhancing science skills, design thinking, and inquiry-based learning

This systematic literature review investigates strategies and findings to enhance science process skills, design thinking, and inquiry-based learning in primary education. By analyzing 9 Web of Science and Scopus databases articles, the review identifies successful pedagogical approaches, the role of technology-rich environments and scaffolding strategies, and the impact of individual differences in developing these skills. The results highlight the effectiveness of innovative pedagogy, technology-rich environments, scaffolding, and differentiated instruction. However, the review also reveals research gaps, such as the need for long-term studies, exploring the effectiveness of technology-rich environments and scaffolding strategies in the leading science program, and assessing differentiated teaching and guidance strategies.

The Influence of Environmental Factors on Photosynthesis - Learning Design and Assessment Plan for a STEM Curriculum

There has been a lot of attention on STEM education, but there is less STEM curriculum for teachers to have a reference point in China. The article proposes a short STEM curriculum for use by teachers in the teaching of the STEM curriculum. The curriculum is for 10th graders. Biology is the main subject integrated with mathematics and chemistry. The article shows specific course content, including 3 different experiments. Experiments in which students participate independently are more likely to sharpen their thinking. Inquiry-based learning is adopted as the educational approach, through which students can discover new causal relationships because students formulate hypotheses and test them by conducting experiments and observations. Additionally inquiry-based learning encourages students to think logically, critically, and analytically, which is helpful in increasing students’ critical thinking. Critical thinking is reasonable and reflective thinking focused on what to believe or do. Students with critical thinking skills can achieve incredible learning outcomes because they can consciously control their goals and attention. There are six dimensions of critical thinking, based on the assignment—experimental report, analysis dimension and explanation dimension will be assessed.

Research-based learning as an innovative approach for teaching students of environmental engineering: a case study of the emerging field of microplastics in soil

We implemented research-based learning (RBL) as an alternative to traditional frontal classroom lectures and laboratory sessions to impart knowledge on the emerging topic of microplastics in soil to students. The RBL module aimed at studying how microplastics (MPs) affect soil processes. We designed low-cost, small-scale and simple experiments for master’s students in Environmental Engineering at the Hamburg University of Technology. Students reported a clear understanding of concepts underlined by their presentation of the results and enthusiasm towards future exploration for their master’s or doctoral projects evidenced by a number of students carrying out research projects in the same field after finishing the module. The experiments were consequently published as an online learning module with the Hamburg Open Online University, to make them accessible for other students. The recent push in the education sector to include innovative teaching and learning methodologies offers new opportunities for RBL that are practical and replicable learning experiences that foster students’ research and problem-solving skills in areas of chemical, soil physics and environmental engineering fields.

Towards an Integrated Model for Orienting Preservice Science Teachers for 21st-Century Teaching

This conceptual paper builds the case for orienting preservice science teachers for 21<sup>st</sup>-century teaching on a footing of Miller et al. (2013) framework for science teacher preparation called the Model of Research-Based Education for Teachers (MORE for Teachers). MORE for Teachers frames science teacher preparation as anchored on four pillars: in-depth subject matter, research-based science teaching methods, guided practicum, and a shared vision of the pedagogy of science learning. Based on the limitations of Miller et al.'s linear model yet still maintaining the value of its central tenets the paper proposes a model that is interactive and framing standards in science teaching, curriculum development, rigorous content, research-based science methods course, and quality field experiences as the essential aspects for producing teacher candidates with the right skills for science teaching. The paper argues that pre-service science teachers (PSTs) development in teacher education colleges and universities requires a framework for harmonization that ensures consideration of all the necessary ingredients for science teacher preparation. Drawing on a diversity of literature sources on science teacher education the paper discusses the application of the proposed model in Zimbabwe, illustrating the importance of detailed methods courses, rigorous science content, expert mentoring, personal teaching philosophy, and a consideration of international trends in science teaching.  In conclusion, the paper recommends other contexts in which the integrated model for science teacher preparation can be used and some steps for its practical implementation.

Developing Students' Critical Thinking: Examining the Influence of Learning Management Approaches Through Meta-Analysis and Propensity Score Matching

Critical thinking is a skill that enables individuals to keep pace with changes and enhances crucial competencies for contemporary competitiveness. Many researchers have studied learning management approaches to develop students' critical thinking, resulting in a substantial body of knowledge but lacking clear systematic summaries. The researchers aimed to (a) examine the effect sizes and research characteristics influencing students' critical thinking, and (b) compare the effect sizes of learning management approaches after adjusting with propensity score matching from 108 graduate research published between 2002 and 2021. Data were collected using research characteristics recording forms and research quality assessment questionnaires. Effect sizes were calculated using Glass's method and analyzed through random effect, fixed effect, and regression meta-analysis. Findings revealed that (a) research on developing learning management approaches influences students' critical thinking at a high level (d ̅ = 1.669), with nine research characteristics, including the field of publication, courses, total duration, teacher learning process, learning media, measurement and evaluation, research design, research statistics, and research quality, statistically significantly influencing students' critical thinking, and (b) after adjustment, inquiry-based learning significantly influences students' critical thinking. Recommendations for developing students' critical thinking include learning activities that encourage problem exploration, expanding thinking through collaborative analysis, and applying diverse media and activity sheets tailored to context suitability.

Investigating the role of an inquiry-based science lab on students’ scientific literacy

Promotion of students’ scientific literacy has long been and continues to be a central goal for reform efforts in science education. Although there is a great number of research conducted to evaluate student’s scientific literacy, less is known about how we can improve students’ scientific literacy through variety of scientific practices. In this study we aimed to refer to this shortcoming in the literature by examining the effect of argument driven inquiry (ADI) instructional model to promote 8th grade students’ scientific literacy. A mixed method quasi experimental design was used in this study. Sixty-seven eighth grade students from the same public school attended the study. Two intact classes were randomly assigned either in structured inquiry (SI) or ADI groups. The data sources included a Scientific Literacy Assessment (SLA) and semi-structured interviews. The results indicated that students experiencing ADI instruction scored higher on the SLA-D test and personal epistemology dimension of SLA-MB test than students experiencing SI instruction. The results propose that engaging students in meaningful scientific practices may support their scientific literacy.

Exploration of science teaching self-efficacy outside professional development context for inquiry-based teaching

Exploration of science teaching self-efficacy outside professional development context for inquiry-based teaching

Pengembangan Modul Ajar Kurikulum Merdeka Topik Usaha Energi Berbasis Inkuiri Terintegrasi Keterampilan Kolaborasi

The problem in this study is how to create a learning tool that is able to increase the knowledge and skills of students and be able to increase the interest of students in participating in learning. The objectives of this study were (1) to develop teaching tools in the form of inquiry-based teaching modules, (2) to improve collaboration skills and (3) to improve students' communication skills after using inquiry-based teaching modules in learning effort and energy. This research is a development research using the 4D development model. The subjects of this research were students of class XI MAN 2 Lubuklinggau. The data collection technique used is in the form of validation sheets, and skill observation sheets. Validation obtained based on three validators, namely media experts 51, linguists 73 and material experts 47. Thus, the inquiry-based teaching module is very feasible to use as a learning tool. The results of collaboration skills amounted to 0.71 with a high category, while communication skills amounted to 0.74 with a high category. Based on the research conducted according to the data obtained, the development of inquiry-based teaching modules can improve collaboration skills and communication skills so that it is feasible to use in learning.

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.

The paradigm shift in science education: Namibian science teachers’ perceptions and experiences with inquiry-based instruction

This study explored Namibian science teachers’ perceptions of and approaches towards integrating inquiry-based instruction in science education. A survey questionnaire with 133 participants determined their opinions, attitudes, and beliefs revealing a strong preference for inquiry-based methods, with an average rating of 4.36 on a five-point Likert scale. Teachers emphasised its effectiveness in engaging learners, fostering critical thinking, and connecting scientific principles to real-world scenarios. The study examines key factors that impact the enactment of inquiry-based instruction, including teachers’ prior experiences, understanding of inquiry, and philosophical viewpoints on the nature of science. The findings from this study showed that the allocation of time in the curriculum, the behaviour of learners, and the availability of resources were recognised as important factors impeding the successful implementation of inquiry-based instruction. The study suggests tailored professional development to address challenges and enhance teachers’ ability to embrace inquiry-based practices effectively. These insights contribute to understanding determinants influencing innovative pedagogical approaches in Namibian science classrooms, informing educational policies and initiatives for teacher training in the country.

An Application Approach to Teaching Linear Algebra

This paper shares insights and experiences in developing and teaching a first-year applied linear algebra course. In addition to incorporating innovative pedagogical techniques like active and inquiry-based teaching and growth grading systems, this course implements modules and other activities which connect linear algebra concepts to applications such as computer graphics and sports analytics. These activities enhance students' experiences by providing them with clear applications of linear algebra concepts and the opportunity to learn accessible modeling techniques used by researchers. These application-centered activities have been incorporated as 50-minute lab modules or as short in-class activities and have been used across multiple modalities including asynchronous and synchronous online classes. This paper provides accessible examples and resources which can help instructors incorporate interesting applications and activities into a linear algebra course. We also provide suggestions and tips for incorporating these activities and pedagogical techniques.

The Use of Socioscientific Issues in Science Lessons: A Scoping Review

Socioscientific issues represent an innovative approach within the realm of STEM education as they integrate real-world problems, promote critical thinking, and encourage interdisciplinary learning, thus preparing students to address complex societal challenges through scientific inquiry. The objective of this scoping review was to analyze the use of SSIs in science lessons. A database search of Web of Science and Scopus focused on articles published between 2013 and 2023. When applying the inclusion and exclusion criteria, a total of 106 articles were selected. The scoping review revealed a focus on socioscientific issues within high school and undergraduate curricula, particularly pertaining to environmental, genetic, and health-related concerns, as well as localized SSIs. A variety of methodological approaches, predominantly qualitative, were applied to capture the educational dynamics of integrating socioscientific issues into pedagogy. Inquiry-based learning emerges as a preferred pedagogical model, stimulating student engagement with real societal challenges. The educational resources employed encompass both conventional texts and digital tools, such as data mapping and visualization software, facilitating a multifaceted comprehension of SSIs. Pedagogical techniques are diverse, incorporating argumentation, role-playing, and digital media to enrich the teaching and learning experience. Nevertheless, the incorporation of socioscientific issues faces obstacles, including resistance to pedagogical innovation, the inherent complexity of the topics, and the demand for specialized teacher training.

What’s the Difference? A Comparison of Student-Centered Teaching Methods

Many approaches to teaching and learning are classified as student-centered. The current literature evaluates these methods in-depth either individually or by comparing two or three at a time. This article provides a comparison of multiple student-centered teaching methods, with examples, employed in contemporary education. The aim is to assess the key characteristics associated with different approaches by investigating five popular student-centered teaching methodologies: activity-based learning, inquiry-based learning, cooperative learning, problem-based learning, and project-based learning. The results enable educators to make informed decisions about instructional strategies and provide a stepping stone for further research.

Practice as Research through Inquiry-Based Learning: A Pedagogical Intervention with Music Students in Higher Education

This paper presents the results of a Participatory Action Research, whose main objective was to validate a pedagogical intervention characterized by adopting an inquiry-based learning methodology (IBL), and the paradigm of Practice as Research focused on musical performativity. This intervention sought to foster autonomy, the relationship between theory and practice, and the development of critical reflexive skills in professional music students. The co-participants (12 students in the first cycle and 9 in the second) belonged to university training programs in vocal and instrumental interpretation, composition, and music pedagogy at different levels. In the intervention cycles, students were able to organize themselves collaboratively to achieve the learning objectives and research products designed in the intervention. During the process, they redefined research as a tool for professional development in their discipline. This empowered the participants, as they became aware that they themselves could build knowledge in their field. The intervention was validated, and the results highlight the potential of inquiry activities focused on musical performativity and Practice as Research in the context of higher music education, playing an integrating role in the construction of knowledge by and for practitioners.