Use Of Inquiry-based Learning Research Articles

From Pen to Pixels: Enhancing EFL Learners’ Writing Abilities Through the Use of Inquiry-Based Learning and Visual Literacy Model

Writing is one of the most crucial skills for EFL students and also one of the most difficult to acquire. Many students face difficulties when it comes to writing in English. To address this challenge, this study examined whether or not combining inquiry-based learning with visual literacy could enhance EFL students’ writing proficiency in four areas: content, organization, grammatical structures, and vocabulary. An intact group of 20 secondary school students from a private school in northeastern Thailand participated in this mixed-methods study, and data were collected using writing tests, student portfolios, and focus group interviews. Quantitative data were analyzed by means of descriptive and inferential statistics, while qualitative data were analyzed using content analysis. Results of the Wilcoxon signed rank test revealed a significant improvement in students’ writing scores (Z = -3.946*, p < .05) with a medium effect size after implementing the inquiry-based learning with visual literacy model. Qualitative analysis revealed that students actively engaged in the learning process, which helped enhance their writing ability. The study findings suggest that an inquiry-based learning with visual literacy model had a positive impact on EFL students’ writing ability, as evidenced by the improved quality of their written texts. This study contributes to the existing literature on the use of inquiry-based learning to enhance EFL writing ability and emphasizes the importance of visual literacy in promoting student engagement and learning outcomes.

ការប្រើប្រាស់វិធីសាស្រ្តបង្រៀននិងរៀនតាមបែបរិះរក ក្នុងមុខវិជ្ជាគណិតវិទ្យាថ្នាក់ទី៣ ដើម្បីជំរុញការរៀនសកម្ម

Teaching methods play an important role in the teaching-learning process as they help students have the opportunity to build knowledge through active learning and improve their learning outcomes. Based on the experience of the researchers' past internships and teaching practicum, about 70% of the students did not participate actively in class. Students were often inactive during class hours without responding to teachers or expressing themselves. Students often sat quietly, took notes, and did not engage in any activities. Recognizing the significance of an Inquiry-Based Learning (IBL), this study aims to measure its effects on students' active learning, particularly on Grade 3 students’ learning outcomes in mathematics. The analysis of the data from 22 Grade 3 students revealed that the use of IBL motivated students to participate in learning actively in terms of objective identification, lessons, materials, teacher activities, teaching methods, student learning behavior, satisfaction with learning activities, and interests in learning. In addition, IBL seems to improve students’ learning outcomes. The students’ mean scores for the pre-test were 1.88 and 8.47 for the post-test. Thus, using IBL could make students more active learners and help promote their learning outcomes.

Development of academic achievements using inquiry-based learning together with educational games

The objectives of this action research were: i) To develop learning achievement in basic science subjects of grade 8 students who received an inquiry-based learning (IBL) management system combined with an educational game on the topic of solutions to pass the requirement of 70%; and ii) To study the satisfaction of grade 8 students toward the use of IBL together with an educational game. This was a classroom action research study with a target group consisting of 14 grade 8 students in the first semester of the 2022 academic year in a public school located in Northeast Thailand. The research tools were eight learning management plans, an IBL questionnaire, an educational game about the solution, a learning achievement test, an interview form, and a satisfaction questionnaire. The statistics used were mean, standard deviation, and percentage. The result showed that the mean was 14.93, and the standard deviation was 1.44, which passed the criteria of 70%, which is in the level of satisfaction.

Relationship between inquiry-based learning and students’ attitudes towards chemistry

Students’ attitudes towards science subjects and especially chemistry have been attributed to the use of inquiry-based learning (IBL). The students’ attitudes are important predictors of academic achievement. The consistently poor performance in chemistry among secondary school students has been an issue of concern. This study sought to establish whether IBL has been used in the teaching of chemistry and if it had any influence on students’ attitudes towards chemistry. The study employed a correlational research design that involved conducting a survey of 21 teachers who were purposively selected, and 357 students selected through simple random sampling from the 21 classrooms that these teachers taught. The results revealed that teachers used IBL once a week (M=4.062) and students had positive attitudes towards chemistry (M=3.945). Besides, there was a significant association between IBL and the attitudes of students towards chemistry (r=0.997, p<0.05, R²=0.994).

ការអនុវត្តវិធីសាស្រ្ដបង្រៀននិងរៀនតាមបែបរិះរក ដើម្បីបង្កើនលទ្ធផលសិក្សារបស់សិស្សក្នុងមុខវិជ្ជាជីវវិទ្យាថ្នាក់ទី៧

Teachers' teaching methods are an important factor in influencing students' learning outcomes. However, some teaching methods are not yet widely used. The objectives of this research are (1) to understand the effectiveness of the implementation of an inquiry-based learning (IBL) method to improve learning outcomes in the biology subject, and (2) to understand the interest and knowledge of students after practicing IBL. The study was conducted in a New Generation School of Preah Sisowath High School with a total of 72 participants from two different classes. The research lasted 10 weeks. It used quantitative research tools, such as a pre-test, post-test, and questionnaire based on a Likert scale. Data analysis was performed in Microsoft Excel to calculate the mean, standard deviation, and p value. The research results showed that, through the implementation of IBL, students’ post-test results had an average score of 33.83, while through the implementation of a traditional method, the average score was 24.57 (p<0.001). Based on the research results, the implementation of IBL enabled students to have better learning outcomes than the traditional teaching and learning method. After implementing IBL, students were satisfied with the practice and developed their knowledge and skills. Overall, the use of IBL not only increased students’ learning outcomes but also helped them develop their experiment skills, collaboration, and responsibility for their work.

Comparison of Interdisciplinary Connections between Mathematic and other Subjects through Student-centred Approaches

In some European countries inquiry-based learning (IBL) has become popular in primary and secondary mathematics education, especially for science-connected content. On the other hand, problem-based learning (PBL) and project-based learning (PjBL) have a longer history in mathematics, science, technology, engineering (STEM) and in some other fields in higher education. After presenting the theoretical similarities and differences among these three interdisciplinary student-centred approaches, we review the use of them in mathematics education. We analyse a selection of n=112 high quality research articles about the use of IBL, PBL or PjBL in mathematics, and its interdisciplinary connection with other subjects, level of education, type of research method, research design and participants for each study. Based on these characteristics, we identify the differences between the approaches in mathematics education. Finally, detailed examination of a subsample of experimental studies, where effect size is or can be measured, describes differences in interdisciplinary connections between the target approaches and indicate what kind of studies are still missing in mathematics education.

IMPACT OF SHORT-TERM EDUCATIONAL ACTIVITIES ON PUPILS' ATTITUDES TOWARDS WASTE IN DISTANCE EDUCATION

The aim of the work was to apply short-term educational activities to primary school pupils and to find out their influence on pupils' attitudes, compared to the traditional way of teaching. We observed differences between the cumulative mean scores of girls (x = 2,1) and boys (x = 2,4). We showed no difference in the cumulative mean scores of 7th and 8th graders. The pre-test data were at the level of statistical significance (p = 0,0521), with the experimental group (E) performing worse on mean score (x = 2,61) than the control group (K) (x = 2,31). The values correlated with the end-of-year grade in the biology and chemistry subjects. A paired t test revealed a statistically significant difference in the experimental group between the cumulative means of the pre-test and post-test (p = 0,0419) and the pre-test and retention test (p = 0,0354). A statistically significant difference was also observed in the individual dimensions (separation, recycling and production). In the control group, there was no statistically significant difference between the individual tests and dimensions. We have demonstrated the effective use of inquiry-based learning during the Covid-19 pandemic.

Teachers’ Perceptions of Inquiry-based Learning in Science Education: A Case of Selected Secondary Schools in Kirehe District, Rwanda

This study sought to establish teachers’ reflections on the role of inquiry-based learning in science education. The study was quantitative in nature and used the descriptive research design. Data was gathered through a questionnaire containing closed ended items. Respondents were eighty-two science teachers from secondary schools in Kirehe District. It is concluded that the choice of appropriate teaching and learning approaches influences understanding in science education. Inquiry-based learning is effective for acquisition of practical skills and development of higher order thinking skills. However, shortage of continuous professional development impedes teachers’ implementation of the inquiry-based learning. The use of inquiry-based learning serves as a promising learning method to enhance learners’ understanding. It is recommended that school administrators should understand the 5-E model that governs the inquiry-based learning as one of the best teaching and learning approaches and collaborate with teachers to find out means and strategies that may stimulate the implementation of new teaching and learning approaches in science education. School administrators should regularly organize internal workshops and training of teachers on teaching and learning approaches.

Improving Conceptual Knowledge and Soft Skills among Vocational Students through Inquiry-Based Learning in a Flipped Classroom

This study investigated the efficacy of inquiry-based learning (IBL) in a flipped classroom in enhancing vocational students’ conceptual knowledge and inquiry skills of vocational students. We conducted IBL interventions in a flipped classroom through a pre-experimental design (i.e., one-group pretest-posttest approach). A total of 14 second-year students of the HNTec in Agro-technology programme in one of the vocational schools in Brunei Darussalam were conveniently sampled. Data were collected through achievement tests and online interviews, and analysed using the paired sample t-test, the Wilcoxon-signed rank test, and thematic analysis. The findings showed that the IBL intervention in a flipped classroom improved the conceptual knowledge and inquiry skills of vocational students. There were significant differences (p=0.001<0.05) between the pretest and posttest scores of students’ conceptual knowledge: declarative, procedural, and semantic, and the dimensions of inquiry skills: observation, questioning, hypothesising, investigation and interpretation. Students reported positive perceptions toward IBL in a flipped classroom although they faced accessibility and adaptability challenges. This study concluded that IBL in a flipped lesson environment enhances the conceptual knowledge and inquiry skills that are fundamental in developing soft skills among vocational students. Recommendations were made based on the need to ensure a simultaneous use of IBL and flipped pedagogical approaches in vocational education.

Understanding and Assessing STEM Teachers’ Use of IBL to Address Achievement-Related Diversity: A Case Study from Turkey

This study investigates how STEM teachers use inquiry-based learning (IBL) to address achievement-related diversity in their classroom practices. Data were collected from three teachers who participated in a long-term in-service teacher training program. Teachers' views were elicited through interviews, in-class observation, and evaluation forms. The data obtained were used in a narrative structure to create a detailed case study of each teacher and compare them. It has been determined that some strategies emphasize the diversity of success in IBL activities stand out more. Although these strategies are different, they enable IBL to progress in regularly and enable them to address the diversity of success in the classroom. The lack of a wide variety of strategies used by teachers can be seen as one of the crucial problems in case studies. In particular, the use of methods that will lead to better use of time in the classroom by using out of group work and evaluating them in terms of successful diversity may appear to be an improvement in terms of achieving the desired goals.

The use of inquiry-based learning in public administration education: Challenges and opportunities in the context of internationalization

This paper discusses both challenges and opportunities for using inquiry-based learning in public administration postgraduate education in a context of internationalisation. In particular, we discuss the appropriateness of inquiry-based learning for teaching diverse groups of students from varied international backgrounds. Inquiry-based learning has been widely promoted in the United Kingdom higher education sector and seems intuitively appealing as a pedagogical approach for an applied subject such as public administration. However, there are challenges associated with using inquiry-based learning with postgraduate international students who have a short time to assimilate complex theories and concepts in a second language, and have often been educated previously in contexts with a more didactic tradition of education. With the increasing internationalisation of the United Kingdom higher education sector, we suggest there is tension between some of the teaching and learning methods that are being promoted nationally and the needs of an increasingly diverse international student body. Reflecting on our own experiences as teachers of international students on public administration programmes, we outline both the benefits and limitations of teaching with inquiry-based learning but also suggest ways in which this type of approach could be assimilated within the broader set of pedagogical practices used with international postgraduate students.

Teachers’ Adoption of Inquiry-Based Learning Activities: The Importance of Beliefs About Education, the Self, and the Context

Even though studies have shown that the impact of professional development on inquiry-based learning (IBL) tends to remain limited when it fails to consider teachers’ beliefs, there is little known about how these beliefs influence teachers’ adoption of IBL. In answer to this issue, the present study offers a framework that explains teachers’ use of IBL through three constitutive dimensions of beliefs systems, covering the constructs of education, the self, and the context. This framework is empirically investigated through a survey study with 536 secondary school history teachers. The resulting data are used to estimate a structural equation model (SEM), which indicates that the framework is able to explain a relatively large portion (38%) of the variance in teachers’ decision to implement IBL. Based on the findings, the implications for professional development and research on teachers’ use of IBL in general, and within history education in particular, are discussed.

The Effect of Inqury Based Learning on The Procedural Knowledge Dimension about Electric and Magnet Concept

The purpose of this study to determine the effect of the use of inquiry-based learning to the increased dimensions of procedural knowledge in electrical magnetic material. The study used a quasi-experimental research methods with research design is non-equivalent control group design and a sampel are selected with the random sampling method. The experimental group was taught by the method of inquiry-based learning and the control group was taught by conventional methods. Collecting data using the instrument of multiple-choice test that developed through this research with category of validity is valid, reliability with category of reliable, index of discrimination with category of low, and level of difficulty with category of medium. The results of the data analysis by using the formula N-Gain and t-test showed that an increase in the dimensions of procedural knowledge siginificantly for experimental class and less significant for control class. Based on the results of this study suggested to the teacher to always use the method of inquiry learning that an increase in procedural knowledge dimension, especially for topics related to experimental physics.

Assessing Student Openness to Inquiry-Based Learning in Precalculus

The authors have completed a 2-year quasi-experimental study on the use of inquiry-based learning (IBL) in precalculus. This study included six traditional lecture-style courses and seven modified Moore method courses taught by three instructors. Both quantitative and qualitative analyses were used to investigate the attitudes and beliefs of the students in each section. In this article, we provide a summary of those results with a particular focus on the Openness to IBL survey we developed for assessing student preferences for either student-centered or teacher-centered instruction. Although the majority of the students exhibited a strong preference for direct instruction, students whose scores favored student-centered approaches according to the survey also tended to perform better on the final exam, indicating that a key element to success in an IBL course may be students’ perceptions of the method.

The Infusion of Inquiry-based Learning into School-Based Agricultural Education: A Review of Literature

Demands for increases in student achievement have led education professionals to incorporate various and rigorous teaching strategies into classrooms across the United States. Within school- based agricultural education (SBAE), agriculture teachers have responded to these challenges quite well. SBAE incorporates a wide variety of teaching and learning strategies, theories, and ideas into its conceptual framework. One such teaching and learning strategy is referred to as inquiry-based learning, commonly known in SBAE as problem-based learning. This method emphasizes cognitive development, critical thinking, and intellectual growth in students. The purpose of this study was to develop an understanding of the emergence and current utilization of inquiry-based learning in SBAE. We found that inquiry-based learning has been a long-standing staple in SBAE, particularly in terms of increasing the achievement of agricultural students. As a result, a model of the use of inquiry-based learning in SBAE programs was developed. Recommendations, discussion, and implications for research and classroom practice were included in this study.

Development and student evaluation of an inquiry-based elective course on drug discovery and preclinical drug development

ObjectivesTo describe the design, contents, and student evaluation of an Inquiry-Based (IB) elective course on Drug discovery and preclinical drug development in an undergraduate Pharmacy curriculum. MethodsThe course ‘Development of New Drugs’ is an elective course for third-year Bachelor of Pharmacy and Life Science students at Utrecht University, Department of Pharmaceutical Sciences. The course is a 7.5-credit hour course dedicated to an introduction into drug discovery and preclinical development. To stimulate, challenge, and motivate students into deep learning the course is designed according to the principles of Inquiry-Based Learning (IBL). The course consists of four group assignments and one individual assignment. ResultsThe student evaluations of three consecutive years, 2008–2010, show a high appreciation of the course (7.7±0.7 on a 10-point scale (90% respondents, n = 47)). Furthermore, students have spent on average 18.5±6.0h of the expected 20hours per week on the course (87% respondents, n = 45). The students are highly motivated for the course and stimulated into critical thinking and problem solving. ConclusionThe course is a successful way of introducing students to preclinical Drug Discovery and Development and underpins and supports the use of IBL in Pharmacy education.

Enablers and constraints to the use of inquiry-based learning in undergraduate education

This study involved a meta-analysis of 10 cases of inquiry-based learning (IBL) in undergraduate education to determine the factors which both enable and constrain its use. The enabling factors were found to include: teacher attributes – being student-centred, reflective but rebellious; course design attributes – questions stimulating learning, collaborative learning, progressive development of inquiry skills, required student preparation and constructive alignment; department and institutional attributes – IBL being more accepted if permeating a whole programme, the pivotal role of supportive senior management and assistance by staff developers. The major constraints were gaining philosophical buy-in to inquiry approaches; supporting transition to inquiry; developing self-reflection skills; and coping with varied assessment products. Departmental and institutional challenges included timetables and room allocation and the difficulty of recruiting teachers in a research intensive environment. Some strategies are suggested to help overcome these barriers.

The Public Poster Session

This note describes the use of a student poster session as an innovative approach to student learning. The local context for the assignment is provided, followed by a de scription of the course for which the poster was prepared, details about the assignment including its evaluation, and practical con siderations for planning a poster session. The pedagogical approach from which this assignment emerges is known as Inquiry Based Learning (IBL) (Newbrey and Balte zore 2006). The literature on IBL is well represented in science education in elemen tary and secondary school levels and secon darily in teacher education. Fewer reports exist on its adaptations to social science and humanities courses in universities. Most descriptions aimed at post-secondary use of IBL are published as guidelines by teaching support units or teaching focus groups at universities or professional associations. Perhaps the most valuable of these is a de scription of best practices produced by an interdisciplinary team at McMaster Univer sity in Hamilton, Ontario (Justice et al. 2007). Having originated in the university's medical science unit, the integration of IBL at McMaster has spread to the social sci

The Role of Inquiry-Based Learning in Entrepreneurship Education

This paper introduces a course design that used history and inquiry-based learning to develop science students' understanding of invention, innovation and commercialization processes. First, it explains inquiry-based learning and then introduces a sample course design, explaining the rationale, structure and process. Following on from this introduction, a student case study on the development of Taxol is used to show how inquiry-based learning can enhance science students' understanding of entrepreneurial processes. The case study provides an illustration of the forms of knowledge gained through the use of inquiry-based learning. The paper concludes by highlighting the benefits and challenges of this type of course for the students and pointing out how such a course can provide a different approach for entrepreneurship education targeted at science and engineering students.

The Effect of Using Inquiry and Multiple Representations on Introductory Geology Students' Conceptual Model Development of Coastal Eutrophication

Collegiate introductory Earth science courses are frequently terminal science courses for non-science majors. As a result these courses, such as the introductory physical geology course in this research study, are the final opportunity Earth science instructors have to support and develop student learning in the sciences. The use of inquiry-based learning (IBL) and multiple representations (e.g., physical models and information technology) has been a call for reform in science education and may be a means to reach students in introductory courses. This research tested the pedagogical coupling of IBL and multiple representations to support introductory students' conceptual model development of the complex and dynamic Earth process, eutrophication, through the evaluation of student drawings and written reports. In this research, participants from nine laboratory sections were randomly placed into experimental (IBL and multiple representations style labs) and control (workbook style labs) groups. Statistical results indicated significant (ρ < 0.05) pre-post differences in the conceptual model drawings in only the experimental group, where student performance on the reports and drawings were significantly different (ρ < 0.01) between test groups. These results indicated that the use of IBL and multiple representations had a positive impact on introductory students' conceptual model development of eutrophication.