Inquiry-based Teaching Strategies Research Articles

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

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

Science Teachers’ Initial Use of NGSS Science Practices in Diverse Classrooms

ABSTRACT In the landscape of U.S. education, the widespread adoption of the Next Generation Science Standards (NGSS) offers a unique vantage point for researchers to better understand teacher-, school- and classroom-level factors that advance reform initiatives in science classrooms. Addressing a gap in current knowledge, our study probes how secondary science teachers implement one dimension of NGSS-the science practices (SPs). Our data collection encompasses teacher interviews and meticulous observations of science lessons, coded for NGSS science practices (SPs) and inquiry-based teaching. Embracing a methodologically rich approach, our study employs both qualitative and quantitative data collection and analysis. Quantitatively, we analyzed 801 weeks of lessons taught by 56 secondary science teachers and found patterns in SP use. Selected high-quality science lessons were then spotlighted, providing examples of the quantitative findings, showcasing teachers use of SPs and inquiry-based teaching strategies. Through our analysis, we found that physical science subjects and participants from the Master of Arts in Science Teaching program demonstrated a higher average use of SPs compared to their life science and undergraduate program counterparts. When analyzing the use of specific SPs, we found that analyzing and interpreting data (SP4) and mathematical and computational thinking (SP5) emerged as noteworthy. This study’s findings carry implications for science teacher education and professional development programs, urging efforts to augment both the quantity of rigor of SP use in the secondary science classroom. Our research contributes insights that can inform strategies for the enhancement of science education alignment with the objectives set forth by NGSS

Effective Delivery of Basic Science Curriculum Concepts Using Inquiry Based Strategy on Students’ Academic Achievement in Delta Central Senatorial District

The study investigated the effective delivery of Basic Science curriculum concepts using inquiry based strategy on students’ academic achievement in Delta Central Senatorial District. Three research questions and three null hypotheses guided the study. Quasi-experimental design was adopted for the study, specifically, non-equivalent pretest and posttest control group design. The sample for the study comprised of 275 JSS II basic science students from six mixed JSS2 classes in intact classes in Delta Central Senatorial District, drawn using Simple random sampling techniques. The experimental group was taught using inquiry based teaching strategy, while lecture method was taught using conventional. The instrument used for data collection was the Basic science Achievement Test (BSAT). Data collected were analyzed using mean, standard deviation and Analysis of Covariance (ANCOVA). The results revealed that inquiry based teaching strategy was superior to the conventional instructional method in facilitating students’ achievement in basic science. There was no significant difference in the mean scores of male and female students in basic science curriculum concepts. Based on the findings, it was concluded that the inquiry based strategy is a better option in delivery Basic Science curriculum concepts. It was recommended among others that science teacher’s educators should adopt inquiry based strategy when teaching in order to enhance students’ achievement in basic science and technology.

Elementary Science Teachers’ Understanding of Inquiry-Based Teaching and Self-Evaluation of their Practices: A Case Study from Thailand

This research explores Thai elementary science teachers’ understanding of inquiry-based teaching based on self-evaluation, and focusing on the frequency of their use of inquiry-based strategies in a class. We developed 18 open-ended questions on teaching scenarios based on the essential features of inquiry teaching to assess 38 Thai elementary science teachers’ understanding of inquiry-based teaching. The 14 items of the Inquiry Strategies Scale (IS) were used to measure the frequency of using inquiry-based teaching strategies in a lesson delivered by each of the study participants. The results reveal that these Thai science teachers lack knowledge and have some fundamental misunderstandings about inquiry-based science teaching. Interestingly, the frequency with which they used inquiry-based strategies in science teaching was almost the same as non-inquiry-based strategies and was not related to their knowledge. Specific scaffolding is needed to help the teachers gain a better understanding of inquiry-based science teaching.

Inquiry-based teaching to develop EFL students’ Critical thinking in reading comprehension

The technology advancement in this era of globalization promotes the innovation and transformation in English language teaching and learning especially for EFL students. The innovations in English Language teaching and learning have fostered the variations of teaching strategy and method. One of the recent strategies proposed in pedagogical context is inquiry-based teaching strategy. Since the recent issues of active learning have been discussed in some school of thoughts, it is closely related to the importance of critical thinking students should have. In order to achieve English language learning goals, which is to enhance the students’ skill, competence, and also critical thinking, the teaching and learning process has to be designed more innovatively and effectively. Nevertheless, the implementation of this strategy should be adjusted in accordance to the students’ capability in learning English in class. Therefore, teachers have to understand well the characteristics of inquiry-based teaching before implementing it in class. This paper attempts to explore the use of inquiry-based teaching in promoting students’ critical thinking, especially in reading comprehension. This paper discusses the issues of this strategy based on theoretical frameworks and provides the example of an activity using 5E that can be applied in class. The reading activity through inquiry-based teaching can be constructed by the teacher by considering the students’ condition and environment.

The Relation between ICT Usage and 15-Year-Old Students' Science Self-efficacy

Self-efficacy is a perceived competence in performing a particular task, and science self-efficacy can determine the engagement to students' science learning. Based on the theory of learning life approach, this study proposed a conceptual framework to clarify the role of information and communication technology (ICT) on forming science self-efficacy. Furthermore, we compared the difference between boys and girls in the pathways in the proposed framework. 15-year-old secondary school students in China released by Organization for Economic Co-operation and Development (PISA) in 2015 were as the participants. After weighting, there were 790,611 secondary school students involved in this study (415,066 boys and 375,545 girls) to test the model fit with structural equation models and multi-group analysis by using Lisrel 8.80. Results showed that: 1. The correlations between science self-efficacy and ICT self-regulated ability, out-school ICT science learning behavior, and inquiry-based teaching were significantly positive related. Science self-efficacy was significantly negative correlated with out-school ICT leisure activities. 2. The proposed framework not only had ideal model fit on the whole participants but also on boys and girls. 3. The coefficient of boys of positive impact of out-school ICT leisure activities on ICT self-regulated ability, out-school ICT science learning behavior on science self-efficacy, and the positive impact effect of out-school ICT leisure activities on the indirect positive impact of science self-efficacy were all lower than girls. According to our findings, it is suggested that teachers should not only use inquiry-based teaching strategies in science classrooms, but also encourage students to independently apply ICT's scientific learning behaviors out-school, which is particularly important for girls.

Frontiers in Physiology Professional Development Programs Support and Develop Middle and High School Teachers Seeking to Implement Inquiry‐based Pedagogies

The American Physiological Society (APS) Frontiers in Physiology programs provide structured professional development opportunities for middle and high school teachers seeking to enhance their ability to develop and implement inquiry‐based pedagogy. A continually evolving program since 1990, the current iteration of Frontiers in Physiology was established in 2013 and involves a two‐tiered professional development experience. Teachers can first participate in a 10‐month Online Teacher (OT) Professional Development Program aligned directly with the Next Generation Science Standards (NGSS), the current state‐by‐state adapted national science standards for K‐12 education. OT participants complete nine online units. In addition to reading assignments, these units include participation in group discussions and submission of a peer‐reviewed traditional classroom activity transformed into an inquiry‐based laboratory project. After completion of the OT, teachers are eligible to apply for a Research & Community Leader (RCL) Fellowship. Working in the laboratories of current APS members, RCL fellows conduct a summer‐long research project to increase their understanding of the scientific process, further augmenting their ability to implement inquiry‐based teaching strategies in their classrooms. Here we present the findings of a grounded‐theory analysis of semi‐structured phone interviews with a representative sample of OT participants (n=18 of 44 meeting the inclusion criteria) and RCL fellows (n=7 of 27) which had completed their respective professional development experience between 6 months and 3.5 years prior to the interview. OT participants interviewed, which had not gone on to RCL fellowships, indicated that they were very satisfied with the OT program, especially the intentional alignment with NGSS. OT participants transformed a wide variety of laboratory activities into inquiry‐based student research projects. They valued examples provided by other teachers of how to implement inquiry‐based pedagogies. RCL fellows, all of whom had previously completed the OT program, expressed their time in the research laboratory was the most beneficial aspect of the Frontiers in Physiology programs. Conducting research was valuable to RCL fellows because it provided insight into the non‐linear nature of the scientific process, which they could then share with their students when conducting inquiry‐based research projects. OT participants and RCL fellows both commented on the unique and effective nature of long‐term professional development and highly recommended both programs. APS Frontiers in Physiology programs successfully develop middle and high school teachers striving to implement NGSS‐aligned inquiry‐based pedagogies, and therefore, serve as a model for the implementation of future K‐12 science teacher professional development programs.Support or Funding InformationThis work was supported by NIH funding (Project Number: 8R25GM129197‐05) awarded to American Physiological Society.

Building the Capacity of Classroom Teachers as Extenders of Nutrition Education through Extension: Evaluating a Professional Development Model

Utilizing teachers as extenders may maximize the reach of Extension nutrition education programs; however, there is a need to identify effective professional development (PD) strategies to ensure quality implementation. Lesson study is a PD model that demonstrated improvements in school teachers’ self-efficacy and knowledge in various disciplines. In this study, fourth-grade teachers at two schools delivered nutrition education in their classrooms. Lesson study was examined to improve self-efficacy, content knowledge, and use of inquiry-based teaching strategies. While teachers at one school followed the lesson study model, teachers at the other school did not. Teachers reported time, resources, and funding were barriers to using lesson study and implementing the curriculum. Teachers who reported teaching nutrition previously declined in self-efficacy and knowledge. It is possible that they underestimated what would be required to teach this curriculum, resulting in a higher pre-test rating of self-efficacy compared to ratings after teaching the curriculum. This shift may have affected their motivation and willingness to participate fully in the lesson study process. Increasing teacher access to content experts during PD may improve teacher selfefficacy. Providing additional support and materials may increase the likelihood that teachers participate as extenders of Extension nutrition education programs.

Developing the Inquiry-Based Teaching Skills among Pre-Service Teachers in Xavier University through Lesson Study

This paper presents a collaborative action research on lesson study whichaims to describe the changes in inquiry-based teaching strategies of pre-serviceteachers and to determine the improvements and challenges that they experiencedduring the lesson study. The inquiry-based teaching skills in this study focusedon the questioning skills, communication skills and the presentation of thelesson. The implementation of the Inquiry-based Teaching was conducted atMacasandig Elementary School, Cagayan de Oro City. The research team wascomposed of student teachers, DepEd Science teachers and researchers. Datasources were (a) participant interviews, (b) field notes/observations, (c) teacherreflection journals, (d) Inquiry-Based Teacher Rubrics, and (e) audio and videorecordings of the implementations of the lesson and brainstorming sessions.The lesson study cycle was implemented collaboratively from the planning ofthe research lesson during the pre-conferences, to the lesson implementation,followed by the post-conferences where brainstorming was done. Revisions were integrated and the lesson was then implemented. The results of the lesson studywere the improvement of implementers’ questioning and communication skillsand a clearer delivery of the lesson with appropriateness in using Inquiry-basedteaching method. Hence, inquiry-based teaching skills can be developed throughproductive collaboration using lesson study. Keyword s: Science, inquiry teaching-based skills, questioning and communicationskills, lesson study, Philippines

THE EFFECTS OF COMBINING INQUIRY-BASED TEACHING WITH SCIENCE MAGIC ON THE LEARNING OUTCOMES OF A FRICTION UNIT

This research used a quasi-experimental method to explore whether integrating Science Magic (SM) into 5E Learning Cycle (5ELC) in the development of teaching materials for a friction unit would impact students’ learning outcomes and attitudes toward science. A total of 68 eighth-grade students were divided into experimental and control groups. The experimental group was taught using teaching materials and methods developed using the SM-based 5ELC, while the control group adhered solely to textbook-based materials, which were also based on the 5ELC but did not involve SM activities. Two major findings were obtained in this research. First, learning effects for the experimental group were significantly higher than the control group, especially in relation to characteristics of static friction, factors that affect friction, and relationships between frictional and normal force. Second, the experimental group showed significant improvements in their attitudes toward science when juxtaposed with the control group. Keywords: attitudes toward science, friction concepts, inquiry-based teaching strategy, science magic.

Sources of Science Teaching Self-Efficacy for Preservice Elementary Teachers in Science Content Courses

Self-efficacy beliefs play a major role in determining teachers’ science teaching practices and have been a topic of great interest in the area of preservice science teacher education. This qualitative study investigated factors that influenced preservice elementary teachers’ science teaching self-efficacy beliefs in a physical science content course. The primary data sources included Science Teaching Efficacy Belief Instrument-B (STEBI-B) responses, two semi-structured interviews, classroom observations, and artifacts. Analysis of STEBI-B data was used to select 18 participants with varying levels of self-efficacy beliefs: low, medium, and high. Four categories representing course-related factors contributing towards participants’ science teaching self-efficacy beliefs were found: (1) enhanced science conceptual understandings, (2) active learning experiences, (3) teaching strategies, and (4) instructor as a role model. While some course elements such as hands-on learning experiences and inquiry-based teaching strategies seemed to impact all groups positively, the low-group participants were particularly benefited from the ways in which science concepts were presented and the pace at which learning progressed. One implication from this study is that science educators could include elements within science content courses to potentially support preservice teachers with varied initial levels of science teaching self-efficacy.

An inquiry-based approach to the Franck-Hertz experiment

The practice of scientists and engineers is today exerted within interdisciplinary contexts, placed at the intersections of different research fields, including nanoscale science. The development of the required competences is based on an effective science and engineering instruction, which should be able to drive the students towards a deeper understanding of quantum mechanics fundamental concepts and, at the same time, strengthen their reasoning skills and transversal abilities. In this study we report the results of an inquiry-driven learning path experienced by a sample of 12 electronic engineering undergraduates engaged to perform the Franck-Hertz experiment. Before being involved in this experimental activity, the students received a traditional lecture-based instruction on the fundamental concepts of quantum mechanics, but their answers to an open-ended questionnaire, administered at the beginning of the inquiry activity, demonstrated that the acquired knowledge was characterized by a strictly theoretical vision of quantum science, basically in terms of an artificial mathematical framework having very poor connections with the real world. The Franck Hertz experiment was introduced to the students by starting from the problem of finding an experimental confirmation of the Bohr’s postulates asserting that atoms can absorb energy only in quantum portions. The whole activity has been videotaped and this allowed us to deeply analyse the student perception’s change about the main concepts of quantum mechanics. We have found that the active participation to this learning experience favored the building of cognitive links among student theoretical perceptions of quantum mechanics and their vision of quantum phenomena, within an everyday context of knowledge. Furthermore, our findings confirm the benefits of integrating traditional lecture-based instruction on quantum mechanics with learning experiences driven by inquiry-based teaching strategies.

Relations of Cognitive and Motivational Variables with Students’ Human Circulatory System Achievement in Traditional and Learning Cycle Classrooms

AbstractThis study is aimed at investigating the relationships among students' relevant prior knowledge, meaningful learning orientation, reasoning ability, self-efficacy, locus of control, attitudes toward biology and achievement with the human circulatory system (HCS) usi ng the learning cycle (LC) and the traditional classroom setting. The study was conducted with two teachers and four classes for a total of 60 11th grade students from high school. One class for each teacher was assigned as an experimental group and treated with 5E LC instruction and the other class was assigned as a control group and treated with traditional instruction (TI). The Human Circulatory System Achievement Test (HCSACT) was administered twice as a pre-test and after the treatment period, as a post-test to both the experimental and control groups. The Learning Approach Questionnaire, Test of Logical Thi nking, Self- Efficacy Scale, Locus of Control Scale and Attitude toward Biology Scale were also administered to all students. The results indicated that the LC improved students' achievement in the HCSACT compared to TI. Stepwise multiple regression analysis revealed that in the learning cycle classrooms, the main predictors of achievement on the HCSACT were students' reasoning ability (45.8%) and their prior knowledge (15.9%). In traditional classrooms, students' meaningful learning orientation (40%) and locus of control (9.8%) were the main predictors of achievement.KeywordsCognitive Variables, Human Circulatory System, Motivation, Learning Cycle.Ozlem SADIaResearch offers alternative strategies to improve meaningful learning in science. To promote meaningful learning, students can be encouraged to transfer theoretical knowledge into practical applications and to make connections between their pre-knowledge and new knowledge (Ausubel, 1963; Novak, 2002). The inquiry-based learning model has had a great influence on students' meaningful learning, and the model is one of the active learning models which includes not only asking question but also investigating, analyzing, and discussing subjects.The inquiry process encourages students to be active learners. Otherwise, rote learning occurs and several units and concepts can become unfamiliar and difficult to remember for students. Researchers state that rote learning leads to less understanding of scientific concepts and also generates misconceptions concerning those concepts (Williams & Cavallo, 1995). Especially in biology, the topics or concepts in each unit are closely related with each other, the human circulatory system being among such topics. According to the research, major concepts of the circulatory system which students do not fully understand are the structure and function of the human cardiovascular system, pumping mechanism of the heart, circulatory/respiratory relationships, systemic/ pulmonary circulation, closed circulation, type of blood vessels, homeostasis, and the blood flow rate (Alkhawaldeh, 2007; Arnaudin & Mintzes, 1985; Kwen, 2005; Sungur, Tekkaya & Geban, 2001; Windschitl, 2001; Yip, 1998). Students should connect each circulatory system concept with each other in a meaningful way in order to recognize better other biological concepts such as the digestive system, immune system and respiratory system (Alkhawaldeh, 2007).Research on the Learning CycleOver the years, most of the educational research studies have presented different learning approaches to support meaningful learning in science. One of them is the learning cycle, an inquiry-based teaching strategy derived from Piaget's model of mental functioning. The learning cycle can be defined as an instructional model based on constructivist epistemology that promotes conceptual change.There have been many studies carried out to assess the effectiveness of the learning cycle (Atay & Tekkaya, 2008; Balci, Cakiroglu & Tekkaya, 2006; Lee, 2003; Ates, 2005; Temel, Yilmaz, & Ozgur, 2013; Yadav & Mishra, 2013). …

Strategies of Teaching Science Using an Inquiry based Science Education (IBSE) by Novice Chemistry Teachers

Teaching Science is not about preparing students for a world that is static and fixed, but it concerns getting students ready to cope with changes and challenges in their lives. Traditional direct instruction in Science generally focuses on mastery of content with less emphasis on the development of scientific skills and attitudes; students are the receivers while the teacher the dispenser. In most classroom contexts, teachers are preoccupied with academic activities in pursuit of the schools’ successes; often in the form of their students gaining as many A's as possible. This scenario does not help students learn in a meaningful manner. This study specifically examines how meaningful science learning could be achieved via the introduction of an inquiry-based Science teaching approach. Three trainee teachers who underwent their teaching practice In Semester 2 2011/2012 session participated in the study. The study employed qualitative research design whereby data were mainly obtained through interview and document analysis in the form of lesson plans and reflective journal. Occasional observations on the way the trainee teachers apply the inquiry-based teaching strategies and model exposed to and taught in the Science Teaching Method course they took in the previous semester were also noted. The findings revealed that the inquiry-based teaching strategies employed were able to stimulate excitement among students when learning science. The ZYL teaching model was also proposed at the end of the study. This proposed teaching model summarizes the strategies of inquiry discovery in Science Education that can be adapted in science teaching process

Working with Mathematics and Science Teachers on IBL Approaches: Teacher Concerns [VISIONS 2011: Teacher Education

This paper reports on mathematics and science teachers’ beliefs concerning the use of inquiry-based teaching strategies. Two different surveys were conducted: one with 24 teachers who were to become future instructional leaders; and one with 75 teachers as part of an international baseline study. We found that teachers in Norway would like to use more IBL strategies in their day-to-day teaching. They were also asking for more, and more relevant, continuous professional development courses. Textbooks were not seen as a main hindrance to the use of IBL, but these would need to include more IBL approaches. Even if the curriculum, particularly in the natural sciences, did not represent an important hindrance, in their view, it would need to advocate IBL more explicitly. The results provide deeper insights into teacher beliefs related to IBL, in particular the constraints that prevent them from working in such a manner, and into potential ‘openings’ for using IBL to enhance pupil engagement and deeper learning. Methodologically, the study uses a quantitative approach to investigate teacher beliefs related to IBL that adds to the literature in the field.

Beyond curriculum

research-article Share on Beyond curriculum: the exploring computer science program Authors: Joanna Goode University of Oregon, Eugene University of Oregon, EugeneView Profile , Gail Chapman UCLA, Los Angeles, California UCLA, Los Angeles, CaliforniaView Profile , Jane Margolis UCLA, Los Angeles, California UCLA, Los Angeles, CaliforniaView Profile Authors Info & Claims ACM InroadsVolume 3Issue 2June 2012 pp 47–53https://doi.org/10.1145/2189835.2189851Online:01 June 2012Publication History 91citation1,151DownloadsMetricsTotal Citations91Total Downloads1,151Last 12 Months296Last 6 weeks15 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteGet Access

Students’ Alternative Conceptions about Electricity and Effect of Inquiry-Based Teaching Strategies

This study attempted to investigate the alternative conceptions that a group of 12 Lebanese students in a grade 9 class hold about electricity. It also attempted to evaluate learning outcomes of implementing in that class an inquiry-based module for the acquisition of conceptual understanding of basic concepts in electricity. Fourteen mostly subjective tests were administered throughout the implementation phase of the inquiry-based module to assess the evolution of participants’ conceptions. The instrument DIRECT (Version 1.0) focusing on conceptual understanding was used as a post-instructional test to measure acquisition of understanding. The findings revealed that most of the alternative conceptions reported in literature were found amongst the participants. Results of the post-testing showed that the implemented inquiry-based approach was successful in enhancing participants’ conceptual understanding of the targeted DC circuit concepts.

Promoting Inquiry-Based Instructional Practice: The Longitudinal Impact of Professional Development in the Context of Systemic Reform

Over the past decade, national and state policy makers have wagered heavily on systemically reforming science and mathematics education through inquiry-based instructional approaches. This study examines the impact in one state of intensive science and mathematics professional development for teachers in the context of statewide systemic reform. Based on a unique longitudinal data set, the study models the impact of professional development on teachers' attitudes toward inquiry-based instruction, their capacity to adopt inquiry-based teaching strategies, and their classroom use of inquiry-based instructional practices. The findings are remarkably consistent across both subjects. Teachers' attitudes, preparation, and practices all showed strong, positive, and significant growth from preprofessionai development to the following spring. Furthermore, these gains were sustained over several years following their involvement. These findings provide a promising indication that large-scale, high-quality, intensive training set within a context of standards-based systemic reform can be a powerful mechanism for sustained impact on teachers.