Inquiry-based Learning Research Articles

The Effectiveness of an Online Inquiry-Based Learning Environment towards Secondary School Students’ Behavioral Engagement and Performance in Science

The purpose of the current study is to examine the effectiveness of an online inquiry-based learning (IBL) environment on secondary school students’ behavioral engagement and performance in science. In this quasi-experimental design, 90 second year secondary school students from two classes in the Shandong Province region of China were recruited as participants. To gather the data, an online behavioral engagement questionnaire investigation and pre- and post-performance tests were administered to the experimental group (EG) and control group (CG) students. This study result shows that online IBL has a significant impact on secondary school students’ behavioral engagement and performance in science subjects.

Participant observation for inquiry-based learning: a document analysis of exam papers from an internship-course for master’s students in health services research in Germany

Inquiry-based learning (IBL) is a type of problem-based learning. While IBL aims at reflecting the work of practicing researchers, only some students will pursue an academic career. We therefore designed a course that provides opportunities for IBL by applying participant observation to internship work experience inside and outside academia. Using this internship course as an example, we investigated, how master’s students in health science executed an IBL assignment regarding the application of participant observation and presentation of findings. In addition, the understanding of occupational fields provided through the IBL assignment was examined.To determine whether learning objectives were met, a document analysis of IBL assignments comprising presentation slides and field protocols was performed. Within content analysis, a category grid was used examining (a) suitability of chosen research objectives, (b) execution of field protocols, (c) sufficiency of reporting and (d) extent of reflection.49 IBL assignments from the years 2020–2022 were included. Sides of IBL observations were: (a) organizations providing health care (n = 28); (b) administrations of health care (n = 8); and (c) research institutes (n = 13). Within students’ field protocols, the level of detail of descriptions differed. 30 assignments included reflection on the methods used and research experience. In about a third of IBL assignments, indication of observation type, theoretical background and data analysis was missing.Using participant observation of internship work-experience for IBL can serve as a teaching tool for students to develop methodological skills. For future courses, we developed a checklist to strengthen reporting, reflection and use of theory. As internships are often integrated in degree programs in health sciences similar courses could be implemented in different programs, given qualified methodological guidance.

The meanings of experiential-, collaborative-, and inquiry-based learning

Using interviews, this study explores the meanings of experiential-, collaborative-, and inquiry-based learning as perceived by professors and students. To achieve this goal, Focus Group Interviews were conducted with both professors and students. Experiential learning involves engaging in activities meaningful to students, including both direct and indirect experiences. Through students’ reflection, content is interpreted personally and transferred to other subjects or real-life situations. Collaborative learning is defined as two or more individuals gathering to solve a common problem and pooling their opinions to produce better outcomes than otherwise. Finally, inquiry-based learning involves acquiring knowledge and information through various methods and internalizing them intellectually, making them one’s own. Based on these findings, the study discusses the direction of changes in classroom teaching.

A Pilot Study from A Course-Based Undergraduate Research Experience for Online Degree-Seeking Astronomy Students

Research-based active learning approaches are critical for the teaching and learning of undergraduate STEM majors. Course-based undergraduate research experiences (CUREs) are becoming more commonplace in traditional, in-person academic environments, but have only just started to be utilized in online education. Online education has been shown to create accessible pathways to knowledge for individuals from nontraditional student backgrounds, and increasing the diversity of STEM fields has been identified as a priority for future generations of scientists and engineers. We developed and instructed a rigorous, six-week curriculum on the topic of observational astronomy, dedicated to educating second year online astronomy students in practices and techniques for astronomical research. Throughout the course, the students learned about telescopes, the atmosphere, filter systems, adaptive optics systems, astronomical catalogs, and image viewing/processing tools. We developed a survey informed by previous research validated assessments aimed to evaluate course feedback, course impact, student self-efficacy, student science identity and community values, and student sense of belonging. The survey was administered at the conclusion of the course to all eleven students yielding eight total responses. Although preliminary, the results of our analysis indicate that students’ confidence in utilizing the tools and skills taught in the course was significant. Students also felt a great sense of belonging to the astronomy community and increased confidence in conducting astronomical research in the future.

Effects of Variation Theory Integrated Guided Inquiry-Based Instruction on Grade Ten Students Self-Belief in Learning Solid Geometry

In mathematics education, students’ beliefs that could take many different forms like students' beliefs about mathematics learning mathematics teaching; and about themselves play a significant role in their learning and achievement. In particular, self-belief (SB) that is students’ evaluation and judgment about themselves in learning solid geometry, which encompassing control belief (CB), goal orientation (GO), self-concept (SC), self-efficacy (SE), and task value (TV), is critical to their success in learning solid geometry. Addressing these SB dimensions can substantially improve students' learning outcomes in solid geometry. Innovative, student-centered instructional approaches like GIBI, especially when combined with variation theory, offer a potential solution for overcoming Ethiopian secondary schools’ educational challenges by promoting active learning and providing varied examples to enhance engagement and achievement. However, there is a lack of research on the effectiveness of this combined approach in Ethiopia context. This study aims to fill this gap by investigating the effects of variation theory integrated GIBI on grade ten students' SB in learning solid geometry in Ethiopia. Employing a quasi-experimental with non-equivalent control group pretest-posttest design, 102 students from three public secondary schools in Debre Tabor city, Amhara region were randomly assigned into three groups: Experimental Group 1 (EG1) received GIBI with variation theory, Experimental Group 2 (EG2) received GIBI without variation theory, and the Control Group (CG) received traditional teaching methods. A SB questionnaire was used to measure students' CB, GO, SC, SE, and TV before and after the intervention. The results revealed significant improvements in the SB dimensions among students in EG1 compared to those in EG2 and CG. Specifically, EG1 students showed higher post-test scores in CB (F (2,99)=40.29, p=0.000, η²=0.449); GO (F (2,99)=3.43, p=0.036, η²=0.065); SC (F (2,99)=32.09, p=0.000, η²=0.393); SE (F (2,99)=24.02, p=0.000, η²=0.327); and TV (F (2,99)=5.35, p=0.000, η²=0.097). Tukey post hoc tests indicated that EG1 students' scores were significantly higher than those of the CG in CB and GO, and higher than EG2 and CG in SC, SE, and TV. These findings suggest that the integration of variation theory with GIBI effectively enhances students' SB in learning solid geometry, thereby addressing the educational challenges faced by Ethiopian students. The study recommends adopting this instructional approach more widely to improve student outcomes in mathematics.

Adapting the ‘study and research path’ methodology in strength of materials to online teaching and resource-constrained scenarios

The Study and Research Path (SRP) methodology, emphasizing exploration of answers to open questions, has recently gained recognition as an effective active and inquiry-based learning approach, notably in the realm of Mechanical Engineering education. This study investigates the adaptation of SRPs to online and resource-constrained environments. We present and compare eight SRP-based Strength of Material courses conducted before, during, and after the COVID-19 pandemic. Our analysis focuses on the transformations observed in SRPs, encompassing shifts in course organization, question-answer maps, media-milieu dialectics, resource utilization, and inquiry procedures. Our findings demonstrate the successful adaptation of the SRP course to online teaching during the unprecedented remote conditions brought about by the pandemic. This adaptation resulted in a more guided Q-A map, innovative practical experiences with homemade setups, increased use of simulations, and parallelized inquiry by different groups. Importantly, materials and strategies developed during this transformation proved invaluable in subsequent post-pandemic courses, particularly in hybrid or constrained space and cohort settings. Our study highlights the adaptability and efficacy of SRPs in diverse teaching environments, providing valuable insights for educators seeking to implement SRPs and other active-learning, inquiry-based methodologies to challenging ecological conditions.

Systematic review of inquiry-based learning: assessing impact and best practices in education

Systematic review of inquiry-based learning: assessing impact and best practices in education

Development of Research-Based Science Literacy Learning at State Madrasah Aliyah in Banda Aceh City

The development of research-based learning modules is crucial for enhancing students' scientific literacy, particularly in the context of Islamic educational institutions. This study addresses the need for a validated and practical science literacy module for Physics instruction at State Madrasah Aliyah (Islamic high schools) in Banda Aceh City. This research employed a development research approach using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) to design and validate the learning module. The module underwent a three-stage validation process, including the initial module validity test, a second validation focusing on the content material, and a third test assessing the module’s practicality in classroom use. The findings indicate that the module passed through all three stages of testing with positive results. The module validity, content validity, and practicality were all rated as highly valid by respective validators, including module development experts, content specialists, and practicality assessors. The results suggest that the research-based science literacy module is not only valid in terms of content and structure but also practical for use in Physics instruction. The feedback from validators demonstrates that the module is effective and suitable for teaching purposes. The developed module is highly valid and practical for Physics instruction at State Madrasah Aliyah in Banda Aceh. It is feasible for implementation by Physics teachers to enhance students' scientific literacy in line with the research objectives.

Innovative Learning Strategies for Islamic Religious Education Based on Merdeka Belajar Curriculum in Vocational High Schools

Innovative learning strategies for Islamic Religious Education are needed to improve cognitive abilities, including analysis, application, creation, presentation, and implementation; affective abilities, including appreciation and organization or characterization; and psychomotor abilities, with the perception of the Qur'an and Hadith, which can enrich the vocational needs of students. This qualitative case study research aims to describe and analyze innovative learning strategies for Islamic Religious Education at Mambaul Ulum Vocational High School based on the Merdeka Belajar curriculum. Data collection through interviews, observations, and documentation. Testing the validity of the collected data through triangulation, expert discussions, and member checking. Data analysis using the Miles, Huberman, and Saldana methods with data condensation, data presentation, and conclusion. The study showed that the Islamic Religious Education teachers implemented three innovative learning strategies. First, problem-based learning integrates religious concepts with real issues to develop cognitive, affective, and psychomotor abilities. Second, inquiry-based learning through independent investigation and applying religious concepts in everyday life to deepen understanding. Third, flipped classroom combines independent learning at home with classroom discussion activities. Applying three innovative learning strategies has an impact on increasing learning motivation, knowledge of worship, and critical thinking skills. The value of this research lies in the application of learning strategies that connect religious concepts with actual practices to improve the quality of learning in vocational environments. The research findings strengthen constructivism through problem-based, inquiry-based, and flipped classroom theory by showing that active, collaborative, and interactive learning improves understanding and application of learning materials.

THE INFLUENCE OF INQUIRY-BASED LEARNING ON INTEGRATED SCIENCE PROCESS SKILLS OF COLLEGE STUDENTS IN TAGUM CITY: BASIS FOR AN INTERVENTION PLAN

The study aimed to determine the influence of inquiry-based learning on integrated science process skills. The result of the study was used to craft an intervention plan that will help enhance science process skills among college students. A descriptive- correlational design was employed. The 249 college-level respondents, enrolled in laboratory courses, were selected through stratified random sampling from four schools and universities in Tagum City. The study used two adapted and validated research questionnaires. Mean, standard deviation, Pearson r, and linear regression analysis were used as the statistical treatment of the study. The overall mean on the level of inquiry-based learning has resulted in 4.49 with a standard deviation of 0.67. The descriptive equivalent for the level of inquiry-based learning is very high. The homogeneity of responses has a computed standard deviation of 24.39 and a moderate descriptive equivalent which means that the indicator science process skills is fairly manifested. The result revealed that there is no significant relationship between inquiry-based learning and science process skills among college students in Tagum City. Based on the study results, an intervention plan has been developed to enhance students’ integrated science process skills. This plan includes strategies for teachers to promote integrated science process skills among students, such as alternative teaching methods, targeted skill development, teacher training, curriculum integration, assessment and feedback mechanisms, student engagement techniques, and ensuring resource availability. KEYWORDS: Science Education, inquiry-based learning, integrated science process skills, descriptive and correlational design, Tagum City, Davao del Norte, Philippines

Meningkatkan kemampuan pemecahan masalah matematis siswa: Pengembangan modul pembelajaran berbasis studi etnomatematika pada budidaya tanaman hidroponik

This study aims to develop an ethnomathematical study-based learning module on hydroponic plant cultivation to improve the mathematical problem-solving ability of class VII junior high school students on social arithmetic material that meets the criteria of validity and effectiveness. This research method is research and development with the ADDIE model (analysis, design, development, implementation, evaluation). Data collection instruments include interviews, validation sheets, questionnaires, and pre-test and post-test questions. The data were analyzed using qualitative and quantitative data analysis techniques. The results showed that ethnomathematics research-based learning modules were considered effective and feasible, with a percentage of 90% results verified by material and ethnomathematics experts, 96% by media experts, 90% teacher assessments, and a pass rate of group examination assessments of 87.3%, and a pass rate of on-site examination evaluations of 88.61%. The modules developed are also claimed to be effective in improving students' mathematical solving skills, with the experimental class having an average N-gain score of 0.78 in the "very high" category, better than the control class with an average N-gain score of 0.32 in the "medium" category. Both data were tested using a two-sample t-test and obtained 0.00 results less than 0.05 then H0 was rejected and H1 was accepted.

HODNOTENIE POROZUMENIA KONCEPTU FUNKCIE, JEJ ROZNYM REPREZENTACIAM A PREPOJENIAM MEDZI NIMI

In these times of change and constant development, it is important that pedagogical approaches reflect modern trends and the needs of students. In mathematics, the notion of function is one of the key concepts. Despite the fact that the concept of function starts to be built in primary school, even in secondary school many students show gaps in their understanding of the concept of function, its different representations and the links between them. Our research focuses on the application of inquiry-based teaching (IBT) in the learning of the concept and properties of functions. This paper describes the initial stage of research based on a design-based research strategy oriented towards the design and development of methodological materials for teaching functions. The second part of the paper consists of the evaluation of a test designed to assess the development of functional thinking of primary school students.

Preservice Agriscience Teachers’ Perception of Inquiry-Based Learning

Preservice Agriscience Teachers’ Perception of Inquiry-Based Learning

The Effects of Inquiry-Based Learning Environment with Augmented Reality Integration on Spatial Reasoning for Topic of Space / Kesan Persekitaran Pembelajaran Berasaskan Inkuiri dengan Integrasi Realiti Terimbuh terhadap Penaakulan Spatial bagi Tajuk Ruang

Students' mastery of the topic of Space in the field of Geometry is also influenced by their spatial reasoning. The use of technology such as augmented reality applications is necessary in assisting students in develop these skills through its ability to display real objects virtually that can be manipulated freely. However, the effectiveness of integrating augmented reality applications requires the implementation of suitable teaching strategies. This is because learning involving difficult concepts requires students not only to receive information directly but also to actively engage in learning activities to generate knowledge and skills. Therefore, this study aims to design an inquiry-based learning environment with the integration of augmented reality and examine its effects on students' spatial reasoning for the topic of Space in Year Three Mathematics. This study used a pre-experimental quantitative research design involving 25 Year Three students. The purposive sampling method was used to select the school as the location of the study and convenience sampling was used to select students as the study respondents. Pre-tests and post-tests were used to measure students' spatial reasoning after the intervention. The results of the descriptive analysis show that there is an increase in the mean score of 6.16 for students' spatial reasoning. The results of the inferential analysis also prove that there is a significant difference in the mean score (Asymp. Sig. (2-tailed) <0.001) between the pre-test and the post-test on students' spatial reasoning. Therefore, the results of this study have had a positive effect on students' spatial reasoning. In conclusion, this study is expected to encourage teachers to apply 21st-century learning strategies along with the integration of appropriate technology tools to design a learning environment of Mathematics learning among primary school students.

Promising practices for online professional learning

This study took place at the beginning of the COVID-19 pandemic when most schools worldwide were making the transition to online teaching and learning. Through this single-case study design, the study examined the learning experiences of a group of teachers engaged in interactive, inquiry-based professional learning focused on math, making and coding during a shift to emergency remote teaching. The primary objective was to identify promising practices for online professional learning (PL) focused on math and coding using a maker-pedagogies approach to teaching and learning, based on the teachers’ learning experiences. Study participants included 20 teachers from a rural school board in Northern Ontario, Canada. Findings indicated that the following may be considered as promising practices when developing and implementing virtual math and coding PL from a maker perspective. It is important to: a) balance sessions focused on specific math and coding content with more general sessions focused on learning the various maker-technology tools; b) include both synchronous and asynchronous learning opportunities for the variety of teachers involved in the learning; c) include collaborative learning in the teacher PL and a virtual platform that can support this type of social learning; d) ensure the PL sessions are on-going as opposed to one-off or isolated sessions. This research suggests that online professional learning sessions need to consider three elements: the teacher, the content, and the learning environment and offers important recommendations for future work in this area.

‘I’ll do it tomorrow’: supporting the engagement of primary pre-service teachers through blended, inquiry-based learning

ABSTRACT Inquiry-based learning offers pre-service teachers (PST) the opportunity to develop skills appropriate to the teaching profession and is of value given the high level of decontextualised online learning that has taken place since the Covid-19 pandemic. Using the Universal Design for Learning, the purpose of this research is to explore how a combination of blended and inquiry-based learning supported the engagement of PSTs in primary physical education teacher education. Data were collected from a cohort of 58 year 3 students undertaking a Bachelor of Education primary generalist degree with a physical education specialism. Data were qualitative in nature and derived from interactions with students (exit slips, assessment comments and a focus group), peer partners (peer observation feedback) and the researcher herself (self-reflections). Reflexive thematic analysis was used in the construction of two themes (1) peer-to-peer relationship currency and (2) self-regulation: flexibility and choice. While IBL supported student engagement in a positive way, primary PSTs experienced a post-pandemic hangover in relation to their motivation and engagement with online learning. There were also some unintended consequences, whereby the high currency on peer-to-peer relationships created tensions in the face-to-face environment.

Pendekatan Pedagogic dan Skema Pembelajaran Pendidikan Kewarganegaraan untuk Mempromosikan Kewarganegaraan Ekologi

Environmental problems as a world issue require the importance of preparing citizens to have the ability to prevent environmental problems. This research aims to present a study of pedagogical approaches and citizenship education learning schemes in strengthening the integration of ecological citizenship into education as an effort to provide a foundation for citizenship education to develop ecological citizenship in schools. This research uses a comprehensive literature review research method, involving analysis and synthesis of findings from various literature to gain an understanding of the ecological citizenship education learning scheme. The research results show that the pedagogical landscape of ecological citizenship education can be packaged in learning approaches (1) place-based learning; (2) problem-based learning; (3) environmental justice pedagogy; (4) ecological citizenship education; (5) action competency learning; (6) learning to serve; (7) participatory action research; (8) socio-scientific inquiry-based learning (SSIBL). the pedagogical approach to ecological citizenship education includes six (6) stages: (1) inquiry; (2) planning action; (3) critical and active involvement; (4) community participation and networking on a scale (local, national, global), (5) maintaining environmental and social change, and (6) evaluation and reflection.

Utilising educational technologies to support inquiry-based learning in natural science

Utilising educational technologies to support inquiry-based learning in natural science

Scoping review of teaching methods for inquiry-based learning in Japanese elementary schools: focusing on the “period for integrated studies”

ABSTRACT This study highlights research trends and teaching methods in inquiry-based learning in Japan’s elementary school curriculum of the “period for integrated studies” by conducting a scoping review of existing literature. Thirty papers that focused on teaching methods for inquiry-based learning were reviewed, and five subthemes were identified: (i) formulation of questions, (ii) enhancement of hands-on activities, (iii) expression, (iv) reflection, and (v) discussion. These methods focus on interactions among children and identify issues and concerns related to their daily lives. Based on these considerations, they also emphasize enhanced experiences, particularly children’s hands-on activities. These methods enhance the process of inquiry, with children reflecting on their learning and thinking and engaging in discussion. Inquiry-based learning with the characteristics of child-centred education can be observed in prior research on integrated studies, with the results focusing on question formulation and discussion. Such trends in Japan may provide case studies that contribute to international discussions on inquiry-based learning.

Teacher’s Practice in Digital Inquiry-based Science Learning in a Primary School

Abstract This study aimed to explore the implementation of digital inquiry-based science learning in a rural primary school classroom in Melaka, Malaysia. The participants were eight Year 4 pupils (10–11 years old). Using a classroom action research approach, the study utilized two action research cycles using the bscs 5E Instructional Model to create lesson plans. The study’s findings reveal that effective digital inquiry-based science learning development in primary schools requires activities that align with and harness pupils’ prior knowledge, cross-curricular applications, differentiated learning, inquiry scaffolding, technological scaffolding, pupils’ technological skills, independent learning, learning by doing, and the opportunity to make connections, express ideas and report discoveries. The study illustrates that digital inquiry-based science learning is well-suited for practice in primary schools, enhancing both teachers’ pedagogical approaches and pupils’ conceptual understanding.