Inquiry Learning Process Research Articles

Portable syringe kit demonstration of gas generating reactions for upper secondary school chemistry

Abstract The main purpose of this study is to develop a portable syringe experiment kit for easy demonstration of the chemical kinetics of H2, C2H2, and CO2 gas-generating reactions for upper secondary school chemistry classrooms. The main apparatus comprises two large (A and C) and one small (B) Luer-lock-tip syringes connected with a 3-way stopcock. Ignition is applied to test H2 and C2H2 gases. In contrast, the turbidity of lime water is used to test CO2 gas. The effects of reactant species and concentrations on the reaction rates were demonstrated. The syringe kit was implemented through the 5E inquiry learning process for a group of 33 grade 11 students, leading to an improvement in their conceptual test scores on chemical reaction rates from 33.94 % to 78.03 %, with a normalized gain in the medium range (<g = 0.67>). This suggests that using the syringe kit within the 5E inquiry learning framework effectively supported students in developing a more accurate conceptual understanding of reaction rates.

Inquiry Learning as an Effort to Improve Results

The inquiry learning process should be seen as a stimulus that can challenge students to feel involved or participate in learning activities both in digesting, observing, analyzing, responding and answering problems that are being experienced. Any learning carried out by a teacher has the aim of achieving maximum learning outcomes, so he must master the material taught using a variety of learning methods in general (lectures, discussions, questions and answers, giving assignments) and specifics such as effective and fun inquiry (PAIKEM) in order to boost student learning outcomes. The condition of students when learning Islamic Religious Education subjects (not serious about carrying out assignments, reluctant to ask questions, argue, connect subject matter with the real world, students' ability to accept lessons is low) so that learning outcomes are not optimal. The various obstacles above can be found alternative solutions with the creativity of the teacher to package Islamic Religious Education subject matter using the inquiry method in the hope that learning outcomes will improve better than before.

The Needs Analysis in the Development of Level of Inquiry with Project Assignments Model to Promote the Creativity of Prospective Physics Teachers

This Inquiry and project-based learning models play an essential role in developing 21st-century skills, especially the development of creativity for prospective physics teacher students (PPTs). Developing and integrating these two models requires a needs analysis as the first step of development. Therefore, this study aims to conduct a needs analysis for developing a level inquiry model with project assignments. This research uses a descriptive study. The needs assessment study method with a convergent analysis approach is used in this study. Data sources in this study include curriculum documents in the form of Semester Lesson Plan (SLP) and practicum guidance modules for introductory physics courses. Perception data was also collected from respondents from 33 PPTs and lecturers of introductory physics courses. The data collection techniques used were documentation, questionnaires and interviews. The results of the study concluded that the curriculum for introductory physics lectures contained scientific and creative skill competencies for PPTs. However, lecturers still dominate learning, and physics practicum activities have not yet led to an appropriate inquiry learning process and project learning is rarely implemented. The creativity of PPTs has not been optimized in learning physics. Lecturers and students responded that developing the Level of Inquiry with Project Assignments Model (LoI-PA) is very important to increase the creativity of PPTs. The LoI-PA hypothetical model is presented in the discussion of this study. However, further research is still needed to develop valid learning steps and integrate information technology into the learning model steps.

Digitalisasi ajaran Ki-Hadjar-Dewantara pada proses pembelajaran neo-guided inquiry untuk mengembangkan literasi dan numerasi mahasiswa

The demands of the digital era produce students who are digital netive and tend to be anti-social in learning, so there is a need for learning that is humanistic and characterizes Indonesia. The purpose of this research is to find out how to digitize the application of the teachings of Ki-Hadjar-Dewantara in the Neo-Guided Inquiry learning process to develop ideal student literacy and numeracy skills. This research is a classroom action research that adopts the McKernan model that combines quantitative and qualitative methods. Quantitative methods use questionnaires to measure the achievement of learning indicators, self-assessment to see the level of success in applying learning, and assessment sheets to see the results of forming students' literacy and numeracy abilities. Qualitative methods using observation sheets to explore empirically the problems that arise, the process of implementing and evaluating Neo-Guided Inquiry learning. Focus group discussion to collect data on problem description, needs assessment and learning evaluation. The average result of assessing students' literacy and numeracy abilities in the second cycle was 86.4 which was classified as very high, and the practicality level of the self-assessment results of 95.75% was included in the very good category, so that its application was declared very successful.

Pembelajaran Inquiry Melalui Bahan Alam Untuk Mengembangkan Sains Anak Usia Dini di Taman Kanak-Kanak Islam Raudhatul Jannah Payakumbuh

One form of learning model is the inquiry learning model. Inquiry learning is a series of learning activities in the form of a critical and analytical thinking process to seek and find the answer to a question in question. This study aims to describe inquiry learning through natural materials to develop science in early childhood at Raudhatul Jannah Islamic Kindergarten Payakumbuh. The type of research that researchers use is descriptive using qualitative methods. In this study, the data collection methods used were observation, interviews and documentation. The results of this study indicate that during the inquiry learning process through natural materials to develop science in children, teachers have used various learning methods for children such as questions and answers, lectures in the form of giving advice, and experiments with forms of learning that allow children to solve the problems they face. By thinking critically and scientifically by using natural materials media that have been designed by the teacher to be very interesting for developing science in earlychildhood

Discerning users of information: A qualitative analysis of student inquiry

Abstract School Librarians are poised to lead a shift in information and digital literacy instruction with a growing emphasis on the evaluation of information sources, a need precipitated by widespread societal sharing of mis- and disinformation. What does the inquiry learning process look like when a team of students creates an innovative solution to a problem they identified through project-based research? And does such research enable students to practice the skills necessary to be discerning across information contexts? The information literacy instruction woven throughout the project contributed to the visible successes in student inquiry-based learning. And the skills necessary to be a discerning user of information were enabled through inquiry-based learning and would benefit from collaborative librarian instruction. Implications for school librarians point to teaching components from this project that are recommended for similar units (project scenario, process rubric, librarian background research packet, time to do research, librarian-led group discussion of focus, teacher prompts, teacher and mentor arranging expert visits, and a panel of judges) and those needed for future collaboration (scaffolding for searching for and tracking relevant sources, teaching complex note taking to decipher credible authors and sources, categorizing notes and sources by points of view, and citing sources to corroborate evidence).

Application of the Virtual Laboratory Assisted Inquiry Learning Model for Understanding the Concept of Light Theory and Optical Instruments for Class VIII Students of SMPN 24 Bekasi

Light material and optical equipment are materials that have conceptual and procedural characteristics so that they require practical activities, but this practicum is still rarely carried out due to the limitations of laboratory equipment and materials, the availability of school facilities and infrastructure that are not adequate In the learning process the teacher uses learning media, namely power points and learning videos that are delivered using the lecture method. This study aims to determine the effect of the application of the guided inquiry learning model assisted by the Virtual Laboratory on the understanding of the concept of light material and optical instruments for class VIII SMPN 24 Bekasi. To identify these problems, researchers using a quasi-experimental method (quasi-experimental), with a nonequivalent control group design. This study obtained the result that the guided inquiry learning model with the help of virtual laboratory media had an effect on increasing the ability to understand the concept of light and optical instruments. This is indicated by a significant increase in students' ability to understand science concepts, oral communication, collaboration, and problem-solving after following the guided inquiry learning process with the help of virtual laboratory media with an average of 8.49 in the experimental class while in the control class 7.91.

Impementasi Pembelajaran Fisika Pokok Bahasan Elastisitas Melalui Inquiry Based Learning di SMA Negeri 2 Donggo

The purpose of this study was to describe the feasibility of the inquiry learning process of elasticity material using the P4TK IPA Hooke Law learning unit in class XI IPA students at SMA Negeri 2 Donggo. In the learning process of the elasticity material using Hooke's Law learning unit with an inquiry learning model with 6 levels. This research method used descriptive method. The research instrument used observation, interview, and tests. The data analysis technique used quantitative descriptive analysis. The results of this study indicate that the inquiry learning process on the subject of Elasticity and Hooke's Law using the Hooke P4TK IPA Law Physics learning unit in class XI IPA students of SMA Negeri 2 Donggo can be implemented properly and student learning outcomes are 100% complete.

Competency Analysis of Student Coqnitive in Learning in Elementary Schools

The principle of the guided inquiry learning process interaction emphasizes the interaction between students and teachers, and between students and the environment. Learning as an interaction process means placing the teacher not as a source of learning, but as a regulator of the environment or regulator of the interaction itself, the teacher as the questioner. The purpose of this study was to determine how the effect of the guided inquiry model on improving student con- sition. This research was conducted in the even semester of the 2017/2018 academic year using the pre-experimental design method through one group pretest-posttest design. This research was carried out in three stages, namely: giving a pre-test questionnaire to obtain the average score of student co-technician competencies, implementing the guided inquiry learning model, and giving the final test (posttest) after learning. The subjects of this study were fourth grade students consisting of 14 male students and 13 female students. The data collection techniques used were observation and tests. Observations were made to observe student activities, while the test consisted of preliminary and final tests used to measure learning success. The assessment instrument consists of an observation sheet filled out by the observer and the test questions consisting of 10 questions. Furthermore, student learning outcomes are processed using the Gain formula (g). Based on the research results obtained, 11 students obtained a Gain value of 0.75 in the high category, and 16 students obtained a Gain value of 0.60 in the moderate category. The overall average value of learning outcomes is 0.65 in the medium category. Thus, it can be concluded that the application of the guided inquiry model can affect science student coqinitive.

Inquiry learning


 
 
 Inquiry learning is a concept familiar to Brazilian librarians, who have been expressing concern about their contribution in innovating the learning process. It is therefore necessary that future librarians experience this learning strategy during their education. This study aimed to investigate: 1) how library students exposed repeatedly to strategies of inquiry learning react; 2) the difficulties they encounter in the process; 3) and what types of learning they acquire. Data were collected through in depth interviews with undergraduate library students taking an Information Literacy Course. Data analysis was based on Kuhlthau’s ISP model (2004) and in the five types of learning (Kuhlthau; Maniotes & Caspari, 2012) Results, that cannot be generalized, show that students reacted positively to the strategy, although they reported several difficulties. In conclusion the repetition of the inquiry learning process became important for students to feel more secure and confident and for their difficulties to be minimized. On the whole the acquisition of the five types of learning was observed.
 
 

Mathematical Beliefs Held by Costa Rican Pre-Service Teachers and Teacher Educators

Beliefs have been conceived as a hidden variable in mathematics education. It is important to know teachers’ beliefs as they can inform the way that teachers teach mathematics, make decisions in the classroom, and form opinions about the abilities of students. In Costa Rica, studies about beliefs have been conducted with in-service teachers, but there is no research on pre-service teachers and the beliefs they bring to the classroom from their teacher education programs (TEPs). This research aims to describe the beliefs held by 76 pre-service teachers and 19 teacher educators from four Costa Rican public universities, using the Teacher Education and Development Study in Mathematics (TEDS-M) questionnaire. The results suggest that both pre-service teachers and teacher educators believe in a constructivist orientation focused on the learner. Both groups support the view of mathematics as a process of inquiry and active learning and agree that mathematical skills are not fixed or associated with gender or culture. In the literature, the beliefs manifested by the participants are associated with positive results regarding student outcomes and teaching practices. Therefore, policymakers should be concerned with providing environments that allow and encourage teachers to continue with these belief orientations when they start teaching.

Understanding teacher design practices for digital inquiry\u2013based science learning: the case of Go-Lab

Designing and implementing online or digital learning material is a demanding task for teachers. This is even more the case when this material is used for more engaged forms of learning, such as inquiry learning. In this article, we give an informed account of Go-Lab, an ecosystem that supports teachers in creating Inquiry Learning Spaces (ILSs). These ILSs are built around STEM–related online laboratories. Within the Go-Lab ecosystem, teachers can combine these online laboratories with multimedia material and learning apps, which are small applications that support learners in their inquiry learning process. The Go-Lab ecosystem offers teachers ready–made structures, such as a standard inquiry cycle, alternative scenarios or complete ILSs that can be used as they are, but it also allows teachers to configure these structures to create personalized ILSs. For this article, we analyzed data on the design process and structure of 2414 ILSs that were (co)created by teachers and that our usage data suggest have been used in classrooms. Our data show that teachers prefer to start their design from empty templates instead of more domain–related elements, that the makeup of the design team (a single teacher, a group of collaborating teachers, or a mix of teachers and project members) influences key design process characteristics such as time spent designing the ILS and number of actions involved, that the characteristics of the resulting ILSs also depend on the type of design team and that ILSs that are openly shared (i.e., published in a public repository) have different characteristics than those that are kept private.

Difficulties of pre-service physics teacher to desain and implement inquiry learning

This research aims to describe the difficulties of the pre-service teacher in designing and implementing inquiry learning in senior high school. A case study design was used for this research. Three pre-service teachers were interviewed and observed to determine the distressing point. This research finds all of the respondents started to design learning inquiry from finding some examples of the inquiry learning process in the internet or senior thesis report and imitated that in their lesson plan. This reflected they had the problem of a doubt what the inquiry process looks like. Along with their self-research about inquiry process illustrations, some of them tried to get the clue in the published article on the internet. It took several weeks to self-analyse what they found on the internet. The majority of problems of this is lack of English understanding. For the implementation process, most of them were able to run the teaching but all of them had a problem with applying the assessment process. Most of them thought the assessment process was just in the formative assessment, not along with the learning process. This research also concludes if they still have much lack of knowledge in desingning inqury learning and lack skill in guiding the students in inquiry learning using guided questions.

A primer for transitioning to online science labs: “Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science”

This paper is in response to the manuscript entitled “Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: a literature review” (Zacharia et al., Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: A literature review. Educational Technology Research and Development, 63(2), 257–302, 2015) from a design perspective. The review article identified specific types of guidance to support all forms of inquiry in online labs within the computer supported inquiry learning (CoSIL) environments. During the sudden shift to digital educators and students faced challenges due to lack of preparation to cultivate skills for teaching and learning in the online format. Educators developing and delivering instructions require a range of tools to operationalize the inquiry process in online science labs. Application of the tools provided in this review will support educators venturing into designing online science labs for engaging learners in scientific inquiry. This review have immense impact on how instructors can provide guidance to support learners’ inquiry in online science labs. The limitations include further investigation and modification of several tools that the review provided for implementation in future. Further research is needed to design and facilitate model CoSIL environment for online science labs to support and sustain the process of inquiry learning. This review has significant implication in providing comprehensive information amidst traversing crisis in context to shifting to online labs for supporting inquiry phases as documented in the CoSIL research.

What’s in a Name? Māori Student Success Through Culturally Responsive Practice

This is a reflective account of an inquiry learning process that took place as a small country school corrected its name from Tiritea to Turitea. We discuss the process as an example of how boards in mainstream schools can work collaboratively to uphold te ao Māori (the Māori world) in schools and to recognise obligations under the Te Tiriti o Waitangi. School Boards of Trustees set the strategic direction to ensure that Māori students achieve educational success as Māori. The name correction demonstrated the school’s willingness to embrace te ao Māori, and to build a closer relationship with tāngata whenua to enrich students’ learning and success. The inquiry learning process carried out brought to light existing and new knowledge from all participants, and aligned well with the school goal of providing an environment where students are encouraged to think critically, creatively and reflectively. We use the Tātaiako competency framework to discuss various elements of the process: ako, wānanga, manaakitanga, tāngata whenuatanga and whanaungatanga.

Problem-solving with guided inquiry learning: An analysis of student’s problem-solving ability

Mathematics problem solving is one of the goals of mathematics instruction. The learning process influences mathematics problem-solving. This research aims to know the mathematics problem-solving ability with guidance Inquiry learning process. The research method was descriptive qualitative. Data resource were students of class VII A at Junior High Islamic School 4 Kulon Progo, Yogyakarta, Indonesia. The subjects of this study consisted of 6 students who were divided into three groups, namely the top group, the middle group, and the under group with each consisting of 2 students. The obtained data was in the form of written and spoken with the technique of problem-solving ability test and interview. Data analysis was carried out through data reduction, data display, and conclusion. Data validation used source triangulation. The result showed that student of the high class could reach the entire indicators with criteria of problem-solving ability was very high. The student of the middle class was not able to reach the indicator of looking back with criteria of problem-solving ability was high and enough. The low-class student was not able yet to reach the indicator of understanding the problem, devising a plan, carrying out the plan, and not able to looking back with criteria of problem-solving ability was enough.

Effects of providing partial hypotheses as a support for simulation‐based inquiry learning

AbstractHypothesis generation is an important but difficult process for students. This study investigated the effects of providing students with support for hypothesis generation, with regard to the testability and complexity of the generated hypotheses, the quality of the subsequent inquiry learning processes and knowledge acquisition. Fifty‐two secondary school students completed three prior knowledge tests and worked on an inquiry task in the domain of force and motion, concerning the topic of Newton's first law of motion. They received either a set of terms (variables, conditions and relations) to help them generate hypotheses (T condition, n = 23) or the same set of terms plus a partial hypothesis to start from (T + PHy condition, n = 29). Results showed that students in the T + PHy condition generated more complex hypotheses, performed better at data collection and acquired more domain knowledge than students in the T condition. No effects of prior knowledge were found.

Reviewing inquiry-based learning approaches in virtual laboratory environment for science education

In science education, students’ active involvement in experimental procedures contributes to higher performance achievements compared to traditional lecturing, as laboratories play a key role and help learners develop the necessary skills of inquiry. Inquiry-based learning, a learning method based on students’ personal involvement in the cognitive process through searching, querying and posing questions, is an educational approach where in the case of research, the learner formulates hypotheses which tests them via experimentation and observation of the experimental results. The educational value of the inquiry learning method has been verified in several studies, where the application of the inquiry learning approach resulted in more effective learning, compared to traditional teacher-centered methods. The evolution of the Information and Communication Technology (ICT) contributed towards the popularity of the inquiry-based learning, since it supports the development of educational approaches and environments which facilitate the inquiry learning process. Virtual reality laboratories give the user the opportunity to conduct the same scientific inquiry provided by hands-on experiments but with the advantages of the virtual environment. The present study focuses on the identification of the inquiry-based learning applications and methods used based on virtual laboratories in the field of science. The peer-reviewed literature was the main source of information and data. The findings of the reviewed studies indicated that virtual labs, when used in combination with hands-on labs in inquiry learning, support learners and help them gain deeper conceptual understanding of science.

Effects of a multi-level concept mapping-based question-posing approach on students’ ubiquitous learning performance and perceptions

The literature indicates that the use of mobile devices, wireless communication and sensing techniques can enhance students' learning in authentic environments and improve their learning effectiveness. Good learning strategy guides are essential for successful inquiry learning, and the question-posing strategy has been acknowledged as a type of high-level cognitive strategy that plays an important role in facilitating students' knowledge integration in the inquiry learning process. However, question posing seems challenging for many students and may lead to heavy cognitive load when appropriate scaffolding is not available. To solve this problem, the present research imported a concept mapping knowledge representation model as an auxiliary strategy for question-posing activities based on the research finding that visual knowledge representations are conducive to high-order thinking. It also developed a ubiquitous learning system which integrated multilevel concept mapping and question-posing strategy guidance to investigate the application effects of this learning model. A quasi-experimental design was applied, and an experiment was conducted to measure 5th graders’ learning of a plant unit of the natural science curriculum. Students in the experimental group learned with the proposed ubiquitous learning system based on the multilevel concept mapping and question-posing approach, while those in the control group learned with the ubiquitous learning system based on the question-posing approach. The results showed that the students in the experimental group significantly outperformed those in the control group from the perspectives of learning achievement and question-posing performance, but no significance was found in their cognitive load, meta-cognitive awareness, and science learning strategies.

Efektivitas Model Pembelajaran Inquiry terhadap Kemampuan Berpikir Kreatif Siswa pada Materi Teorema Pythagoras

By the theory, the inquiry learning model can improve the students' mathematical creative thinking skills due to the students learn by themselves intensively, involved in the learning process directly and they can find and investigate any problems logically and systematically. This study aims to find out the inquiry learning process in the Pythagorean Theorem topic and its effectiveness to increase the sudents’ mathematical creative thinking skills. This research used the mixed method with sequential exploratory model. The population of this research is the VIII students of the state islamic junior high school (MTsN) 6 Kerinci. The VIII C and the VIII A of MTsN 6 Kerinci were selected as the experimental and the control group through random sampling technique. The data of learning process was obtained through observation and the data of students' mathematical creative thinking skills was obtained through the tests of mathematical creative thinking skills. The results of data analysis concluded that the inquiry learning model was effective to improve the students’ mathematical creative thinking skills.