Inquiry-based Learning Research Articles

Exploring the implementation of stepwise inquiry-based learning in higher education

Abstract The study aims to explore the implementation of stepwise inquiry in chemistry education. The levels of inquiry used range from structured inquiry (level 1) to guided inquiry (level 2). The research design involved methods of analyzing the implementation of inquiry levels, assessing the ability to answer questions, engage in critical thinking, and gather student responses. The research sample consisted of 73 students studying biochemistry. A total of 14 groups, each containing 5–6 members, were involved in this research. The research results show that six groups (SG) successfully followed the investigation process at the inquiry steps, while eight groups were unsuccessful (UG). The average scores of the sub-skills collaboration, communication, data collection, use of equipment, and implementation of experimental design were the highest compared to other subskills. The stages of interpreting problems, observation, experimental design, formulating hypotheses, data analysis, and developing conclusions are still in progress and are classified as low. The SG group had an average N-Gain critical thinking score higher than the UG group (p < 0.05). The analysis of the ability to answer questions and think critically shows that the category of developing hypotheses and analyzing arguments had the lowest ability to respond compared to other indicators.

Post-Pandemic Hybrid Learning Trends in Higher Education and its Implications in Students’ Academic Performance

This study used a systematic literature review and a bibliometric analysis to establish publication trends, key researchers, collaborative networks, thematic focus and effective strategies associated with hybrid learning environments in higher education. The study concentrated on the SCOPUS database using terms related to hybrid and online learning, academic performance and COVID-19, covering records within a specific period, using the PRISMA guidelines. The study used the bibliometric analysis through VOSviewer, revealing patterns in collaborative relationships and thematic trends. The study established that academic interest in hybrid, blended, online and virtual learning increased from the year 2020 to the year 2024 rising from nine in 2020 to 57 in 2023. The co-authorship network analysis revealed a collaborative research community, showing the existence of interdisciplinary and inter-institutional partnerships in advancing research and developing comprehensive insights into educational outcomes in hybrid learning environments. Co-citation analysis identifies influential authors and distinct thematic clusters. The co-occurrence map highlighted interconnected themes related to mental health, strategic adoption of distance learning and students’ satisfaction. The study recommends that researchers should prioritize ongoing research within hybrid, blended, online and virtual learning environments to respond to evolving educational landscapes and recommend research-based learning strategies. For effective and innovative knowledge sharing, there is a need for interdisciplinary and inter-institutional research collaboration through joint projects, conferences and publication platforms.

Measuring Self-Efficacy Beliefs in Teaching Inquiry-Based Science and the Nature of Scientific Inquiry

AbstractInquiry-based science teaching (IBST) is a key goal of science education reforms worldwide. Recent research highlights the importance of infusing inquiry teaching with knowledge about the nature of scientific inquiry, and not just focusing on procedural skills to do inquiry. However, such an endeavour requires teachers to have high levels of self-efficacy. Given the lack of valid and reliable measurement instruments for Spanish-speaking teachers, the present study adapted and validated Aydeniz et al. Science and Education, 30(1), 103–120, (2021) Inquiry-Based Science Teaching Efficacy Scale (IBSTES, Science & Education, 30:103–120). Confirmatory factor analysis on data from 428 pre-service teachers in kindergarten and elementary school revealed a two-factor structure, which is consistent with the conceptual framework of IBST. The two factors measured self-efficacy beliefs regarding (1) helping students improve their understanding of the nature of scientific inquiry and (2) helping students develop procedural skills for conducting scientific inquiry. Both factors demonstrated very high reliability (> 0.90), as assessed by Cronbach's alpha and McDonald's omega. This latent structure was invariant across genders, suggesting that the instrument can be used with both male and female prospective teachers, allowing for gender comparisons. This study is the first of its kind to validate in Spanish a self-efficacy scale for IBST that specifically tackles the epistemological understanding of the nature of scientific inquiry. The Spanish IBSTES provides a valuable tool for researchers and practitioners to assess and support teacher self-efficacy, which is essential for the success of educational reforms.

Effects of Inductive and Deductive Inquiry Teaching Approaches on Technical College Students Achievement in Metalwork

The impact of inductive and deductive teaching methods on metalwork proficiency was evaluated among technical college students. The purpose of study was designed to determine the effect of inductive and deductive inquiry teaching approaches to enhance students’ cognitive achievement in Metalwork and to students’ psychomotor achievement in Metalwork. The study, involving 115 students, employed a pre-test, post-test, non-equivalent control group design, with 56 students allocated to the Deductive Inquiry group and 59 to the Inductive Inquiry group. Data were collected using the Metalwork Achievement Test (MCAT) and the Metalwork Psychomotor Achievement Test (MPAT). The Pearson Product Moment Correlation produced a correlation coefficient of 0.83 for assessing the MCAT's reliability. The reliability of MPAT was determined using the scorer dependability technique. The inter-rater agreement was 0.82. Despite a non-significant ANCOVA result at the 0.05 level, the students in the experimental groups showed superior mean scores. In metalwork instruction, students who employed the inductive inquiry method earned higher average scores on both the cognitive and psychomotor tests. The mean scores were statistically significant. Given these findings, Metalwork teachers at technical colleges should employ an inquiry-based learning method.

Navigating Chinese international students’ inquiry learning in a multilingual and multicultural environment

ABSTRACT In the past few decades, inquiry learning, as a research-based learning approach, has been increasingly emphasised in developed Western countries. This study examined the inquiry learning experiences of 17 Chinese international students at their host universities in the USA, the UK, Australia, and Canada, along with their achievements and challenges. Through two rounds of one-on-one semi-structured interviews, this study found a close relationship between the emphasis on inquiry learning in host universities and neoliberal demands for students to acquire knowledge and diverse practical competences. Urged by the learning demands in the host universities, participants advanced in knowledge acquisition, acquired active, passionate, responsible, and inclusive learning attitudes, as well as English language competence, intercultural competence, and other practical competences through inquiry learning. They also faced additional workload and challenges regarding language difficulties and sociocultural factors mediated by home and host educational, social, and cultural contexts. This study advises international and domestic staff and students to engage in constant, candid dialogue, try to understand the specific learning challenges that international students face, and the support they desire. Collaborative efforts from all relevant stakeholders are necessary to create a diversified, caring, inclusive, and supportive inquiry learning environment conducive to mutual learning and thriving.

Students' views of a networked practice inquiry course

In the higher education sector both networked learning and inquiry-based learning are signalled as flexible pedagogical approaches which support and encourage the development of skills, competences and qualities expected of “21st century” learning. Whereas networked learning distinctively attends to connectedness enhanced and mediated by technologies for the creation of learning networks and socio[1]material assemblages, inquiry-based learning distinctively brings together teaching and researching encouraging students' learning engagement and development. A networked practice inquiry approach was envisaged as helpful to encourage postgraduate students to engage for learning on and with digital technologies and inspire professional practice development. Past the course experience an interpretative study was taken up in an attempt to obtain an initial picture of the student perspective of this course approach. This paper shares a preliminary qualitative picture describing students’ viewpoint of the networked practice inquiry learning experience. It is a first glimpse into technology enhanced and mediated learning experience of the postgraduate student in Malta. These preliminary findings suggest that students are forward looking. Students demand and celebrate innovative digital tools and practices in and for learning, especially when these are seen accommodating them and resonating to their wider life and work practice experiences. They are generally enthused to assume explorative and inquiry attitudes into life and work practices for learning and practice development. They are also into connectedness for learning but on their own terms. This is a threefold appeal coming from mature students regarding their higher education course experience which, in a local context of fast developing socio-technological change, is simultaneously energising and challenging. Considering that in the local context there is currently a lot of work going on the political and executive tables to see artificial intelligence and immersive technologies compellingly transforming mainstream societal sectors including education, in the local higher education scene we urgently need to make a start for making the course experience the first port of call where one has the "an opportunity to think and dream" as one of the research participants put it; constructively and critically laying down our future and that of the generations to come.

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.

“I’ve become more critical”: Development of Dutch elementary teachers’ beliefs about history and history teaching in an inquiry-based professional learning program

This study aims to explore how elementary school teachers’ beliefs about the nature of history and pedagogical beliefs about teaching history developed over the course of a two-year professional development (PD) program and which elements of the program stimulated this development. This PD program aimed to develop participants’ skills in historical reasoning and in designing inquiry-based history lessons that encourage students to reason historically. Teachers engaged in historical reasoning and developed and implemented activities for inquiry-based learning in their history lessons. In this qualitative study, we interviewed nine teachers before and after the program, and they completed the Beliefs about Learning and Teaching History questionnaire before, during and after the program. Thematic analysis of the data shows that elementary teachers participating in our PD program developed more nuanced beliefs about history. Both epistemic and pedagogical beliefs became more crystallized and more criterialist in nature, but it is especially participants’ pedagogical beliefs that became more oriented toward inquiry into historical sources and the importance of developing historical reasoning skills in students. Our findings also indicate that more naïve ideas remained in addition to more nuanced beliefs. Participants indicated that their pedagogical beliefs about teaching history and conducting historical inquiry changed because of the program. Based on the final interviews, we identified five elements that enhanced participants’ professional development toward teaching inquiry-based history lessons and influenced their epistemic beliefs. It was the combination of engaging in historical inquiry, modeling by the facilitator, participating in group discussions about historical inquiry, searching for historical sources themselves and developing and discussing their own lesson designs and putting them into practice that made participants see the possibilities of inquiry-based history learning and stimulated the development of their beliefs. The findings of this study imply that to prepare elementary teachers to teach history in a way that fosters inquiry into historical sources and historical reasoning, PD programs and teacher education should pay attention to the epistemology of history as a discipline and provide teachers with tools to do inquiry.

The Effectiveness of STEM Education Programs on Enhancing Critical Thinking Skills Among High School Students in Malaysia

In the 21st century, critical thinking has become an essential skill, particularly in the fields of Science, Technology, Engineering, and Mathematics (STEM). This study investigates the effectiveness of STEM education programs in enhancing critical thinking skills among high school students in Malaysia. Using a quasi-experimental design, the research compares the critical thinking abilities of students enrolled in STEM programs with those in non-STEM tracks. The analysis, which includes both ANCOVA and propensity score matching, reveals that students in STEM programs significantly outperform their non-STEM peers in critical thinking assessments. These findings suggest that STEM education, when implemented with active and inquiry-based learning strategies, can play a crucial role in developing the cognitive skills necessary for success in the modern world. The study’s results have important implications for educational practices and policies in Malaysia, advocating for the continued investment in and refinement of STEM curricula

Generative AI tools as educators’ assistants: Designing and implementing inquiry-based lesson plans

This study investigates the integration of Generative AI (GenAI) tools into educational practices, specifically focusing on the design of Inquiry-Based Learning (IBL) lesson plans. Based on a particular IBL framework that synthesizes the core attributes of IBL by combining the strengths of various models, the study explores educators' potential utilization of GenAI tools across the framework's phases. Among other capabilities, GenAI tools were examined for their support in content creation, assessment and feedback processes, as well as in the design of learning activities and lesson plans. This examination informed the classification of GenAI tools in this study, organizing them according to their potential utility for educators. These groups and subgroups of tools were then aligned with each phase of the IBL framework, demonstrating their role in achieving the objectives of each phase. Several practical examples across different grade levels and disciplines were also provided to highlight their prospective use. The systematic classification of GenAI tools introduced in this study fills a notable gap in the literature, thus making a valuable contribution to the field of GenAI in education. Additionally, by demonstrating how this classification can be applied as educators craft and deliver IBL lesson plans, the study further contributes by providing guidance on the effective use of these tools in real-world educational contexts.

Show and tell: scaffolding practices in lower secondary social science classrooms

ABSTRACT Inquiry and teaching with high levels of student activity are central to social science education, and research has shown the importance of scaffolding and other expressions of supportive structures in teaching (Christensen, 2021; Mathé, 2020). Nevertheless, there have been few studies documenting how actual teaching takes place and whether a teacher’s activities support the work of their students. This article, part of QUINT—Quality in Nordic Teaching, drew on video observations from 16 lower secondary social science classrooms in Denmark and Norway. We began by using the Protocol for Language Arts Teaching Observation (PLATO; Grossman, 2019) to identify the extent of teacher scaffolding practices. From this, we analysed the scaffolding to understand what kinds can be observed in social science education, with a specific focus on inquiry-based teaching. Although we identified scaffolding in a minority of lesson segments, what we did observe was related to a number of skills and strategies, both generic and specific to social science education. We concluded by identifying the strong potential in developing scaffolding practices related to social science inquiry further, before discussing implications and opportunities based on our findings.

Elevating Scientific Writing in Higher Education: Inquiry-Based Learning as a Tool for Training Competent Researchers

Purpose: The present study examined the relationship between scientific writing and the formation of competent researchers with research-based learning as a starting point. Theoretical Framework: It was based on the fundamentals of research and the ways of providing that knowledge to future researchers, as well as theories of scientific writing and researcher training. Previous studies addressing the relationship between inquiry-based learning with scientific writing and the formation of competent researchers were reviewed, identifying the key elements that contribute to the success of this strategy. Design/methodology/approach: A qualitative research with a cross-sectional non-experimental design was developed with the participation of 118 university students from a university in the Loreto region of Peru. Findings: A significant relationship was found between research-based learning and scientific writing (p<0.005) in which the formation of competent researchers partially had this relationship. The results indicated that the university students who were part of the study had better scientific writing. Research, practical & social implications: It can be affirmed that research-based learning is important to improve scientific writing, since it allows to have a better formation of competent researchers. Originality/value: This study contributes original value to the field of higher education by providing empirical evidence on the effectiveness of research-based learning to strengthen scientific writing and the formation of competent researchers in Peruvian university students.

Investigating and improving student understanding of the basics of quantum computing

Quantum information science and engineering (QISE) is a rapidly developing field that leverages the skills of experts from many disciplines to utilize the potential of quantum systems in a variety of applications. It requires talent from a wide variety of traditional fields, including physics, engineering, chemistry, and computer science, to name a few. To prepare students for such opportunities, it is important to give them a strong foundation in the basics of QISE, in which quantum computing plays a central role. In this study, we discuss the development, validation, and evaluation of a Quantum Interactive Learning Tutorial, on the basics and applications of quantum computing. These include an overview of key quantum mechanical concepts relevant to quantum computation (including ways a quantum computer is different from a classical computer), properties of single- and multiqubit systems, and the basics of single-qubit quantum gates. The tutorial uses guided inquiry-based teaching-learning sequences. Its development and validation involved conducting cognitive task analysis from both expert and student perspectives and using common student difficulties as a guide. For example, before engaging with the tutorial, after traditional lecture-based instruction, one reasoning primitive that was common in student responses is that a major difference between an N-bit classical and N-qubit quantum computer is that various things associated with a number N for a classical computer should be replaced with the number 2N for a quantum computer (e.g., 2N qubits must be initialized and 2N bits of information are obtained as the output of the computation on the quantum computer). This type of reasoning primitive also led many students to incorrectly think that there are only N distinctly different states available when computation takes place on a classical computer. Research suggests that this type of reasoning primitive has its origins in students learning that quantum computers can provide exponential advantage for certain problems, e.g., Shor’s algorithm for factoring products of large prime numbers, and that the quantum state during the computation can be in a superposition of 2N linearly independent states. The inquiry-based learning sequences in the tutorial provide scaffolding support to help students develop a functional understanding. The final version of the validated tutorial was implemented in two distinct courses offered by the physics department with slightly different student populations and broader course goals. Students’ understanding was evaluated after traditional lecture-based instruction on the requisite concepts and again after engaging with the tutorial. We analyze and discuss their improvement in performance on concepts covered in the tutorial. Published by the American Physical Society 2024

Project- and Research-Based Teaching in Civil Engineering

Research-based practical applications are becoming increasingly important in providing valuable solutions to the challenges facing the construction industry. In this paper, we present a teaching concept that was implemented and evaluated in four courses, addressing the development of future-proof academic skills, particularly scientific working skills, in the field of civil engineering. The first evaluation results from a survey among the students who participated in the four courses are presented on the extent to which project-based and researchbased learning promote domain competences, planning, and study skills. The results indicate that, especially in master’s degree courses, future skills are improved by paper-based learning. Additionally, student motivation increases due to the boost in creativity and group work facilitated by the teaching concept. On the other hand, the results suggest that guidelines are necessary to implement paper-based learning, especially in bachelor’s degree courses. Furthermore, it is crucial that future-proof academic skills are relevant for success in the practical working context.

Primates in the Hood (Primates en el Barrio): Improving knowledge of threatened primates through schools science projects in rural settings in San Martin, Peru.

We aimed to improve knowledge among high school students on local environmental issues, with emphasis on the ecology and threats to primates in the Alto Mayo Valley of San Martin Region, Peru. The Alto Mayo Valley is home to at least 8 species of primate, including the endemic and Critically Endangered San Martín titi monkey (Plecturocebus oenanthe). San Martin is also the most deforested region of Peru. We used two participatory teaching methods: Experiential learning and inquiry-based education. The learning experiences were activities that guided students to look for solutions to real-life situations. The project consisted of 8 lessons co-designed by us and the participating school teachers, and implemented by the same teachers with our guidance. Lesson 5 was a field trip to a local community conservation area to apply primatological field techniques and gather scientific data. The students' final product was a video presentation and a poster of their results. One hundred percent of students acknowledged they learned something new about their local environment, primates, conservation, and research. Experiential learning techniques are effective in developing awareness, knowledge and self-advocacy amongst school students. Our inquiry-based method placed students and teachers closer to scientists, helping them to see the role of science in their neighbourhood. This method can be easily adapted to other regions in Peru and globally.

A framework for building scientific literacy through an inquiry learning model using an ethnoscience approach

Scientific literacy is an essential skill in today's complex information age, particularly in 21st-century education. The inquiry-based learning model, which encourages students to actively engage in research, has been shown to effectively improve scientific literacy. However, combining this model with an ethnoscience approach, which links scientific learning to local cultural knowledge, is important for creating a more comprehensive and relevant learning experience. This study aims to combine the strengths of these two methods to develop a framework for an inquiry-based learning model that incorporates an ethnoscience approach. Through a review of existing literature, the study finds that integrating ethnoscience into inquiry-based learning can enhance student engagement, relevance, and learning impact. The proposed model consists of five key components: Syntax, principles of reaction, social systems, support systems, and instructional effects and follow-up. This approach has shown significant positive effects in adult education, helping students understand science while valuing local cultural knowledge. By fully utilizing the potential of inquiry-based learning, ethnoscience approaches, and scientific literacy, we can create a more inclusive, relevant learning environment that promotes students' overall development.

Constructing knowledge: the role of AI in medical learning.

The integration of large language models (LLMs) like ChatGPT into medical education presents potential benefits and challenges. These technologies, aligned with constructivist learning theories, could potentially enhance critical thinking and problem-solving through inquiry-based learning environments. However, the actual impact on educational outcomes and the effectiveness of these tools in fostering learning require further empirical study. This technological shift necessitates a reevaluation of curriculum design and the development of new assessment methodologies to measure its effects accurately. Additionally, the use of LLMs introduces significant ethical concerns, particularly in addressing inherent AI biases to ensure equitable educational access. LLMs may also help reduce global disparities in medical education by providing broader access to contemporary medical knowledge and practices, though their deployment must be managed carefully to truly support the training of competent, ethical medical professionals.

Education: Beyond Theories and Indoctrination

Modern education acknowledges the inadequacy of traditional methods of teaching and learning, recognizing that mere theories and indoctrination lack depth and innovation. The paper focuses on the ways in which education can move beyond the traditional modes of approach such as indoctrination and theories to usher in new educational methods that are built around critical thinking, inquiry-based learning, and problem-solving. By moving away from such education, educators can create a learning environment within which learners are capable of effectively and critically engaging their content, constructing knowledge, and also being capable of challenging assumptions. Thorough research on Literature reviews and case studies indicated the extent to which transformative educational approaches may empower intellectual curiosity, creativity, and independent thought. This transformational approach presents some challenges. The concerted efforts to overcome these challenges require evidence-based research that is able to demonstrate the effectiveness of the alternative ways. In conclusion, the major aim of education should be to develop well rounded individuals who are not only knowledgeable but also capable of thinking innovatively.

Analysis of innovative and inquiry biology learning design in in-service teacher students

The implementation of the Kurikulum Merdeka strongly recommends a model based on inquiry or investigations carried out actively by students. This study was conducted to analyze the tendencies of permanent teacher students in developing inquiry-based learning and its correlation with students' critical thinking skills. This survey research uses students of the biology in-service teacher at the University of Muhammadiyah Malang as a sample. The variables measured in this research include the variety of methods used, the variety of ways of perceiving problems, student collaboration activities, and the learning instructional quality. Data collection uses survey instruments that have been validated and reliable. Instrument validation uses the product moment validity test, while the reliability test uses the Alpha-Cronbach’s formula. The data obtained were analyzed using the Spearman's Rho correlation formula. The research results showed that the methods most frequently applied were group discussions (90.08%), presentations (82.64%), and questions and answers (76.86%). The most common way of apperception is by asking about experiences (70.25%) and stimulating students to share experiences (33.38%). Furthermore, teachers also provide collaboration space in most learning activities amounting to 67.77%. However, most new students disseminated definitions of terms in the project (64.46%) rather than explaining how the project was carried out (52.89%). Furthermore, the student worksheets developed have dominant problem solving activities (84.30%), have relevance to the learning model (72.73%), and evaluation questions have led to HOTS optimization. The research results also show a strong positive correlation (ρ=0.431, p<0.001) which shows that the relevance of student worksheets is strongly related to student HOTS.