Search

The Laboratory of Comparative Psychology and Behavioral Biology at Oklahoma State University has been developing comparative psychology teaching exercises for over 30 years. In this paper, we provide suggestions for using the dwarf octopus (Octopus joubini) to teach students about the importance of observation, and the relationship of observation in the creation of ethograms and experimental design. Throughout this paper, students learn how to properly make an observation of a novel animal, create an ethogram, and conduct an experiment. We present a sample observation activity and three additional experiments, during which students will observe and record behaviors and environmental conditions. Students learn saltwater tank upkeep, time management, creation and coding of operational definitions, attention to changes in animal behavior, and the experimental process. These observation studies allow students to observe and record behavioral data to understand comparative psychology and experimental design.

This study aimed to analyze articles published in the Web of Science database from 2012 to 2021 to examine the educational goals and instructional designs for STEM education. We selected articles based on the following criteria: (a) empirical research; (b) incorporating instructional design and strategies into STEM teaching; (c) including intervention; (d) focusing on K-12 education and on assessment of learning outcomes; and (e) excluding higher education and STEAM education. Based on the criteria, 229 articles were selected for coding educational goals and instructional designs for STEM education. The aspects of STEM educational goals were coded including engagement and career choice, STEM literacy, and twenty-first century competencies. The categories of instructional designs for STEM education were examined including design-based learning, inquiry-based learning, project-based learning, and problem-based learning. The results showed that engagement and career choices and STEM literacy were mainly emphasized in STEM education. Design-based learning was adopted more than inquiry-based, project-based, or problem-based learning, and this instructional design was mainly used to achieve STEM literacy. It is suggested that studies on twenty-first century competencies may require more research efforts in future STEM education research. [ABSTRACT FROM AUTHOR]

Inquiry-based learning, an educational approach that is gaining international recognition, emphasizes active engagement and deeper understanding. Despite its benefits, integrating information and communication technology (ICT) into inquiry-based learning remains a challenge, often hindered by factors such as teachers’ confidence in ICT use and organizational support. This study aimed to explore the relationship between the utilization of ICT in inquiry-based learning and various factors including ICT self-efficacy, lack of ICT resources at school, teachers’ collaboration in using ICT, and self-efficacy for teamwork. A web questionnaire was administered to 324 full-time elementary school teachers in Japan, assessing their perceptions of ICT use in inquiry-based learning, ICT self-efficacy, collaboration, teamwork self-efficacy, and school ICT resources. Statistical analyses, including exploratory factor analysis and multiple regression, were employed to examine the relationships between variables. The findings revealed significant positive associations between ICT use in inquiry-based learning and ICT self-efficacy for instructional purposes, teachers’ collaboration in using ICT, and self-efficacy for teamwork. However, the relationship with the lack of ICT resources at school was not statistically significant. These results underscore the importance of fostering teachers’ self-efficacy and promoting collaborative practices to enhance ICT use in inquiry-based learning. Furthermore, the study highlights the need for ongoing support and resources to facilitate the effective utilization of ICT in educational settings. [ABSTRACT FROM AUTHOR]

In this study, Nicholas Kryczka, Whitney E. Barringer, and Scot McFarlane explore the use of historical inquiry in US middle and high school history classes. Over two years, they interviewed hundreds of teachers and analyzed curricula, finding that inquiry-based learning—focused on analyzing primary sources and posing compelling questions—plays a central role in social studies education today. Their research traces the development of inquiry from the late 19th century to the present, offering best practices for teachers to engage students in thinking critically about the past. Ultimately, they advocate for historical questions that challenge students to balance evidence-based reasoning with open-minded inquiry.

Cookbook-style laboratories (labs), where students follow recipes and confirm known results are common, yet years of science teaching and learning research indicate they do not help college students develop the habits of mind and skills of a scientist. We describe the rationale, challenges, and initial changes made in our teaching and learning lab reform project in this article. The metaphor of cooking and following recipes aims to help readers visualize the fundamental changes we are making to college exercise physiology labs. Connections between changes to existing inquiry-based learning literature, four distinct levels of inquiry in science learning, student agency, and student reflection are made. Changes to teaching practices and supporting the instructional team in trying new strategies which support reformed lab learning activities is also described in this article. We invite readers to reflect on the changes we are making, and perhaps imagine ways they could translate our early reforms to their own college science lab teaching and learning context. [ABSTRACT FROM AUTHOR]

The aim of this article is to examine research on inquiry-based chemistry education in primary and secondary schools to discuss how it is addressed in the research literature. A systematic review was conducted, including 102 articles published between 2000 and 2020. Through inductive analyses, the articles were categorised into four groups: (1) articles testing specific teaching approaches or models, (2) articles testing specific learning environments, (3) articles reporting on teachers and (4) additional relevant studies. Within each group, the articles were further categorised into five scientific domains (i.e. conceptual, epistemic, social, procedural and affective) and two categories: classroom practice and other. The experimental studies were also given a typology according to the quality of the methods applied. Overall, the research has been conducted with varied foci and it generally reports positive learning outcomes. However, the main emphasis is on the conceptual and affective domains, with fewer studies focusing on the epistemic domain. Finally, when it comes to methodology, the reviewed articles included many quantitative studies, often with few respondents and of varied quality. Thus, there is a need for more studies with larger numbers of participants, longer durations, more purposeful sampling and with focus on the epistemic and social domains. [ABSTRACT FROM AUTHOR]

Inquiry is central in science education and therefore also in pre-service teacher (PST) education. In this systematic review of 142 empirical articles, we examine research on inquiry-based science education (IBSE) in teacher education between 2000 and 2022. The aim is to investigate how and with what outcomes IBSE is used in PST education. The included articles were categorised according to whether the PSTs worked with inquiry in the role of learner or in the role of teacher and also according to the cognitive domains of inquiry (epistemic, procedural, conceptual, social, pedagogical, or affective). The review shows that IBSE is used for PSTs to learn science concepts and processes and how to teach science through inquiry; however, few studies highlight the transition between these. In terms of cognitive domains, the procedural, conceptual, pedagogical, and affective domains dominated, whereas fewer articles addressed the epistemic or social domains. Favourable outcomes of IBSE for science understanding, teaching competence and improved attitudes or self-efficacy were reported. Challenges were noted, for example with implementing IBSE in school placement after having learned about it in campus-based courses. Finally, we offer recommendations for fruitful ways of implementing IBSE in PST education and suggest areas for future research. [ABSTRACT FROM AUTHOR]

There are many ways of being a good teacher. Here, I defend a way of teaching Indian and Asian philosophy that consists mainly in reading out loud to and with students—reading slowly, with lots of repetition. Such teaching is analogous to how a Taiji (i.e., "T'ai Chi") form gets taught in group Taiji classes. This method guides students to adopt the perspectives of the text's author[s] and imaginatively to inhabit the text's philosophical space. It differs from lecturing, but it is also unlike "student-centered," "inquiry-based," and "active" learning. Indeed, it is "text-centered" or "professor-centered" learning since it invites students to submit to texts and the ways the teacher models engagement with them. This method arguably de-emphasizes "getting students to be able to do philosophy on their own" and instead emphasizes "getting students to have a meaningful experience with philosophy" and "getting students to appreciate the value of philosophy." [ABSTRACT FROM AUTHOR]

The article offers a look into the science, technology, engineering and mathematics (STEM) education in Japan. It discusses the need to implement cross-curricular learning and highlights the promotion of STEM education by other ministries. Examples of STEM education practices are outlined, including practice using the science, technology, engineering, arts and mathematics (STEAM) library, self-supporting practice by interested teacher and dissemination of STEM education from academic societies.

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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. [ABSTRACT FROM AUTHOR]

In the context of the development of new agricultural sciences, innovatively integrating public basic courses with agricultural elements, and optimizing teaching methods, represent critical strategies for advancing the reform of agricultural science’s characteristic basic courses. The course team has undertaken explorations and practices in integrating teaching content with agricultural characteristics, incorporating "agricultural flavor" into ideological and political education, and establishing a learning-centered, autonomous, cooperative, and inquiry-based teaching mode. Through these teaching reforms and practices, an effective integration of chemical knowledge with agricultural professional knowledge has been achieved, which is conducive to improving students' abilities to address issues within the agricultural field and providing support for the cultivation of exceptional talents in agriculture and forestry in the new era. [ABSTRACT FROM AUTHOR]

To address the increasingly fierce international competition and the demand for top-notch talent, the physics and chemistry teaching team at Northwest University has implemented innovative reforms in both teaching content (integrating ideological and political elements into the curriculum) and teaching mode (flipped classroom). This aims to stimulate students’ curiosity, motivation, and proactivity in learning, foster their comprehensive learning abilities, and enhance the quality of talent development. This paper presents a teaching model for the Nernst Equation, employing a “flipped classroom” approach that centers around students and is guided by teachers’ inspiration. Through group discussions and inquiry-based learning, students’ research, communication, collaboration skills, as well as their innovative and critical thinking abilities, are cultivated, fostering a sense of national confidence and social responsibility. [ABSTRACT FROM AUTHOR]

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

Several scholars have described our current political milieu as a time of crisis, disruption, and rapid change that presents various practical and theoretical challenges to the discipline of international relations (IR) and its pedagogical practice. The concept of signature pedagogies is one response that has emerged to respond to the changing needs of the discipline and the increasingly vocational approach to tertiary education. Many approaches identified as signature pedagogies in IR require preparation and lead-up time that make them difficult to apply rapidly to changing events in world politics as they occur. This article identifies inquiry-based learning as a strong model of adaptive and metacognitive learning that provides students with skills that can be readily applied to new problems and contexts. This enables instructors to draw directly on current events in world politics in a meaningful way that assists in providing students with the skills to address unfamiliar challenges in a rapidly changing world. [ABSTRACT FROM AUTHOR]

This research focuses on BioScientist, a digital game-based, inquiry-based learning program embedded in the biology curriculum that develops inquiry skills in 8th-grade students. The aim of this paper is to demonstrate a combination of elements of digital game-based learning (DGBL) with inquiry-based learning (IBL) through BioScientist and to report on its implementation. We examined whether inquiry skills and biology learning motivation change due to BioScientist. A total of 257 eighth graders participated in the research (Nexp. = 132, Ncontrol = 125). Students in the experimental group used BioScientist at home and in the classroom. The teachers in the control group did not change their teaching practices. Students' inquiry skills were measured using the Inquiry Skills Test, and their biology learning motivation was measured using the Biology Motivation Questionnaire II. The experimental group and teachers were asked to evaluate BioScientist. The results indicated BioScientist digital game is suitable for developing inquiry skills, with the effect size being close to medium (Cohen's d = 0.46). However, biology learning motivation was not developed. Student feedback on the BioScientist game and its use for learning is favourable. Based on the teachers' responses, BioScientist can be used well in teaching biology. This research provides evidence that combining elements of digital game-based and inquiry-based learning is effective in developing inquiry skills. The game can be effectively integrated into the teaching practice, in line with the content of the biology curriculum. [ABSTRACT FROM AUTHOR]

It is difficult for students to learn the concepts of chemical laboratory safety education from actual experiences because the traditional teaching model prohibits students from performing dangerous operations. Therefore, this study develops a novel mixed reality-based chemistry experiment learning system (MRCELS) to allow learners to conduct inquiry-based experimental operations in an environment integrating virtual and physical space by using a free and safe way so that chemical laboratory safety problems that usually occur in actual chemical laboratories that may hurt learners can be avoided. A total of 36 Grade 11 students from a girl's high school in Taipei City, Taiwan, were recruited to participate in the experiment. A total of 17 students were randomly assigned to the experimental group using the MRCELS to conduct chemical laboratory safety education, while the remaining 19 students were randomly assigned to the control group taught by a teacher in a physical-chemical laboratory. The research results show that the learning effectiveness of experimental group learners in chemical laboratory safety education is significantly superior to that of the control group. Besides, experimental and control groups significantly improved their attitudes toward laboratory safety after the instruction experiment, but no significant differences existed between them. Both groups of learners showed high satisfaction with the learning model they used, but no significant differences existed between them. Encouragingly, according to the interview results, learners preferred to adopt the MRCELS to support learning. They stated that the immersion experience in operating the chemical experiments through the MRCELS could enhance their awareness of hazardous operations and the development of laboratory safety concepts. The developed MRCELS contributes an effective and innovative learning model to chemical laboratory safety education. [ABSTRACT FROM AUTHOR]

The natural curiosity of young children, makes the preschool period an important time for introducing and reinforcing engineering practices. Engineering here is defined as goal-oriented thinking that addresses problems and decisions within constraints by drawing on available resources. Engineering encompasses hands-on activity, inquiry, teamwork, and other instructional practices that develop children's critical thinking, communication, collaboration, and creativity. However, exposure to engineering in early childhood education is mostly incidental, rather than exclusively through engineering. Further, while there is an emerging body of literature on engineering curricula and activities in early childhood, little information is provided about what preschool engineering looks like, as well as reflections from such implementation. The purpose of this study was to implement engineering challenges in a preschool classroom framed in an inquiry-based teaching approach, and to document teacher reflections and lessons learned. The study was conducted in a private preschool program for students aged 3–5, including children with or at-risk for developmental delays. Thirteen preschool students and one preschool teacher participated in this study, wherein, four engineering activities were implemented in the classroom over a four-week period. The teacher's reflections reveal the importance of engineering activities in providing a platform for preschool students with diverse needs to work together, practice skills from a multitude of domains, and engage in authentic peer interactions. Implications for early childhood educators seeking to incorporate engineering experiences in their classroom are shared. Recommendations for practice including how preschool students can meaningfully participate in similar inquiry-driven activities as well as the teacher's role in supporting their participation is discussed. [ABSTRACT FROM AUTHOR]

Inquiry-based project learning is an internationally recognised pedagogical approach where children work collaboratively to research and discover the answers to their questions through discussion, representation, and evaluation. This paper explores the findings from Phase One of a qualitative study examining how this approach has been interpreted in early childhood settings in Aotearoa/New Zealand. The findings from an online questionnaire sent to all settings registered on the New Zealand national data base revealed that the international discourse surrounding this approach has been a key influence in this context. There was, however, also evidence that more localised approaches that value indigenous knowledges, in alignment with the national early childhood curriculum, Te Whāriki (Te Whāriki. He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Ministry of Education. https://www.education.govt.nz/assets/Documents/Early-Childhood/Te-Whariki-Early-Childhood-Curriculum-ENG-Web.pdf) have been developed. Whilst participants identified pedagogical and practical challenges of undertaking inquiry-based approaches, the educational value of this approach for children was also strongly championed. [ABSTRACT FROM AUTHOR]

Technology has arisen as a powerful tool for enhancing student's learning and engagement in science education, particularly in the context of elementary inquiry-based science education (IBSE). This systematic review examines the use of technology in elementary IBSE over the past decade, analyzing 22 empirical studies to identify research trends, explore relationships among inquiry phases and process skills, and identify examples of technology utilization and affordances. The study reveals that technology has mainly been used to support students' observation and data interpretation skills during the investigation phase of inquiry. However, it also indicates that technology has the potential to support other science process skills in other phases of inquiry in a variety of ways. Supporting students to capture and collect data, providing learning materials, and linking the real-world context were the three predominant affordances. Furthermore, the analysis suggests research gaps in the use of emerging technology and insufficient attention paid to employing technology to support students' modeling processes and the use of simulations. These findings point to the need for further investigation to fully explore the potential of technology in supporting students' learning and engagement in elementary IBSE. [ABSTRACT FROM AUTHOR]

Purpose: This study explores the impact of guided inquiry‐based learning (IBL) on student engagement and performance in a dental hygiene program. The research was conducted with 36 dental hygiene students, focusing on enhancing student engagement using a guided IBL methodology that could ultimately lead to improved student performance and confidence. Methods: Delivered through two interventions, pre‐, post‐, and delayed post‐tests evaluated student performance and confidence, while the ASPECT survey assessed student engagement. The interventions included a lecture (intervention #1) and a group‐based IBL worksheet activity (intervention #2). Statistical analyses using analysis of variance (ANOVA) tested the impact of these interventions on student performance and confidence‐adjusted scores. Results: Results showed significant improvements in student performance and confidence following both interventions, with notably higher gains after the IBL activity. Analysis of ASPECT survey data revealed positive perceptions of engagement, emphasizing the importance of group dynamics, instructor roles, and the activity's value. Students reported enhanced understanding and engagement through group interactions and individual study. The study also highlighted the critical role of the instructor in facilitating and guiding the IBL activity. Conclusion: In conclusion, the study demonstrates that guided IBL strategies can significantly enhance student confidence and performance, suggesting a sustainable impact on learning outcomes. These findings underscore the importance of active, engaged learning methodologies in healthcare education, particularly in enhancing long‐term retention and understanding of complex topics. The study advocates for integrating such strategies into academic curricula to foster deeper student engagement and improved educational experiences. [ABSTRACT FROM AUTHOR]

Complementing science subjects with spirituality components is almost universal and is a significant requirement in religion-based schools. However, integrating spiritual components into science classes is challenging, particularly in inquiry-based problem-solving tasks. In this experiment, we modified inquiry learning and contextual teaching. We tested the efficacy of a combined model called the socio-science spirituality (3S) model on students’ spirituality and science process skills (SPS). Through a quasi-experiment, this learning model was applied in classes addressing the digestive system, additives and addictive chemicals, and the circulatory system. Following the 3S classroom implementation, we compared the mean pre- and post-test scores of the experimental and control groups using the analysis of covariance (ANCOVA) test and then assessed the relationship between spirituality and SPS in the classrooms using the Pearson-correlation test. The research found that spirituality and SPS were much higher and more prevalent in the experimental group compared to the control group. In the experimental class, there was also a link between spirituality and SPS. Theoretically, this research finding contributes to spiritual education and the development of SPS skills in science classes simultaneously. This research provides a unique way to prioritize the integration of spirituality in science learning. Practically, the research explain the details of the implementation of spirituality that can be applied to inquiry activities in science classes through the 3S model. [ABSTRACT FROM AUTHOR]

Active or engaged learning is often seen as a way to improve students' performance concerning STEM topics. When following such a form of self-directed learning, students often need to receive feedback on their progress. Giving real-time feedback on an individual basis is usually beyond the teacher's capacity; in digital learning environments, this opens the door for exploring automated feedback. In the current study, a posttest only design was used to investigate the effect of providing students with different forms of automated feedback while they were creating a concept map about photosynthesis in an online inquiry learning environment. Participants were high school students (N = 138), divided over two experimental groups. In one group, feedback was given by a humanoid robot and in the other group via an avatar. The effects of the different feedback forms were compared for the two groups in terms of the frequency with which students consulted the feedback, concept map quality, and students' attitudes. Results showed that the robot group consulted feedback more often than the avatar group. Moreover, the robot group had higher scores on a scale measuring enjoyment than the avatar group. Both of these differences were statistically significant. However, the average quality of the concept maps created by both groups was similar. [ABSTRACT FROM AUTHOR]

The purpose of this study is to see how the inquiry-based nature of science (NOS) argumentation (IB-NOSA) instructional model affects scientific literacy skills. This research used a quasi-experimental method. The design of this research is a pretest-posttest control group design. This study describes the significance of the differences between participants who learn through IB-NOSA, guided inquiry, and discovery learning model. The subjects of this study were 288 students of grade VIII in the 2022/2023 academic year from three junior high schools in Sleman, Yogyakarta, Indonesia. Data analysis in this study used an analysis of variances (ANOVA) mixed design. The result showed that there was a difference between the pretest-posttest scores of scientific literacy skills in each group. There was a significant increase in the pretest-posttest scores of scientific literacy skills in each group. Effect size showed that the IB-NOSA in increased scientific literacy skills was 0.79; the guided inquiry was 0.76; and the discovery learning was 0.71. The IB-NOSA was the most effective in improving scientific literacy skills with a gain score of 0.49 (medium). So, it can be concluded that the IB-NOSA instructional model can be used as an alternative solution in improving scientific literacy skills. [ABSTRACT FROM AUTHOR]

The strategies employed by teachers and students in the open inquiry-based learning approach are crucial, especially when presenting researchable questions formulated by students under the guidance of the teacher. This effectively promotes the teaching and learning of various disciplines. Participant observation was conducted in the science classroom for secondary education teachers to establish the level achieved by teachers in the development of the open inquiry-based learning experience and to identify the taxonomic level of researchable questions (RQs). An observation rubric was applied, revealing that 83% of in-service teachers reached a satisfactory level, while 67% of pre-service teachers were classified as unsatisfactory in terms of using the open inquiry-based approach. Both groups formulated high-order inquiry questions, with a clear inclination in favor of in-service teachers compared to pre-service teachers. These results highlight the importance of university training in focusing on inquiry skills, particularly in planning, inferences, and evaluation. Through this observational analysis, valuable information about the current state of open inquiry-based learning is contributed, advancing science education in Peru. [ABSTRACT FROM AUTHOR]

Science and technology require learners to engage in practical work and inquiry-based learning. In South Africa, schools still need laboratories, textbooks, and equipment for practical work. Considering the above contextual challenges, this paper calls for integrating computer simulation-based learning (SBL) into science and technology education. Very little is known about science and technology teachers' experiences of simulation-based learning in rural settings. This interpretative study, located at a teacher training institution in South Africa, aimed to explore science and technology teachers' experiences of integrating simulation-based learning in their teaching. The study was framed within Kolb's experiential learning theory, which posits that learning is a process of creating knowledge through the transformation of experience. Sixteen practicing teachers enrolled for their honors degree were purposively selected. Data were generated via semi-structured interviews, online interactive discussion forums, and reflective journals. All ethical protocols were observed. NVIVO was used to create tag clouds before thematic analysis could begin. The findings illuminated participant experiences as learning, unlearning, disrupting pedagogies, revisioning best practices in a community of inquiry, and promoting conceptual understanding and spatial visualization. The findings demonstrated an authentic practice of educating and training teachers to integrate SBL into their teaching and the use of SBL in promoting the conceptual understanding and spatial ability of learners in school settings that lack laboratories and functional equipment. [ABSTRACT FROM AUTHOR]

Web-based inquiry learning provides opportunities for students to take responsibility to regulate their learning. However, due to a lack of science inquiry-specific self-regulated learning (SRL) frameworks, there is insufficient understanding of SRL processes in inquiry-based science learning. This study aims to explore students' SRL patterns by using a comprehensive framework that combines SRL with the science inquiry process. Additionally, log-file data collected in the online science inquiry learning session were used to analyze students' SRL patterns. The results of the latent class analysis revealed four types of SRL learners: disengaged learners, proficient SRL learners, aimless reflective learners, and less reflective learners. Furthermore, we found significant differences in science achievement tests among different SRL learners. Specifically, proficient SRL learners and less reflective learners scored significantly higher than the other two types of learners. A difference was also found between proficient SRL learners and disengaged learners in terms of their self-determined motivation. Understanding the heterogeneity of SRL processes among students revealed from distinct SRL patterns informs how to provide targeted intervention and support for students who encounter difficulties in inquiry-based science learning. [ABSTRACT FROM AUTHOR]

This mixed-methods research study aimed to observe the changes in relational conceptual changes and achievement in photosynthesis and cellular respiration in 15 seventh-grade students using the variation theory of learning, a framework for contextual distinctions, and supports the Common Knowledge Construction Model (CKCM) for science education. The strategy used was prediction-observation-explanation, where students wrote and drew to express their macroscopic and sub-microscopic concepts, depicting any changes. Pre- and post-assessment tests were given to measure achievement in science. Through phenomenography analysis, five descriptive categories were generated for photosynthesis and nine for cellular respiration, revealing variations within and between students' ideas. Statistical tests showed significant improvements (p <.001) in photosynthesis and cellular respiration knowledge after implementing the CKCM learning sequence, with scores increasing from 37 to 77% and 33% to 72%, respectively. These findings suggest that inquiry-based learning based on relational conceptual change, guided by variation theory and an understanding of the nature of science, can lead to a deeper understanding of scientific explanations and improve overall science achievement. [ABSTRACT FROM AUTHOR]

This study intended to investigate the effectiveness of experiential and inquiry-based learning approaches in secondary schools around Bugiri District in Eastern Uganda with a focus on whether inquiry-based teaching techniques were being used to support student learning based on evidenced experiential education as well as challenges encountered when utilizing these methods. This narrative cross-sectional survey study employed a qualitative approach using interview responses attained from key informants. Findings indicate that through an inquiry-based approach, students are urged to study the subject, ask questions, and exchange ideas rather than have the teacher dictate what they should know. In inquiry-based learning, small-group discussions, guided learning, projects, and hands-on investigation take precedence over lessons. In addition, teachers are typically better at spotting errors in students’ work than they are in their own. It is crucial to ensure students’ learning by giving them high-quality information. Some children learn best by looking at visuals, others by listening and some by reading and writing. Teachers should promote “learning by doing” and also take the lead and create a forum where students can express their opinions and experiences. [ABSTRACT FROM AUTHOR]

The importance of between‐desk instruction during inquiry‐based learning to deepen learning is well recognised in some curriculum areas but remains under‐researched in geography. Inquiry‐based learning incorporates the use of generative questions and inquiry methods to support student‐driven investigations. This paper reports on a study of teacher–student interactions during geography inquiry‐based learning. A cross‐case fine‐grained analysis of two teachers’ video‐recorded lessons in a classroom laboratory using a kikan‐shido coding framework showed that “guiding” was the dominant between‐desk function used. The teachers differed in whether guiding was mainly used for task completion or to deepen student understanding. Semi‐structured interviews revealed that the characteristics and sequence of these guiding actions were influenced by teachers’ beliefs. Those beliefs mediated how teachers guided students during the inquiry, debunking a dichotomous view of inquiry‐based learning as either teacher or student directed. We conclude that inquiry‐based learning is a necessary and complex interplay of teacher‐directed and student‐directed activities and that more research on the elements contributing to the kikan‐shido functions performed by teachers could help better identify and strengthen teacher practice for inquiry‐based learning. [ABSTRACT FROM AUTHOR]

In this action-research study, the inquiry phase aims to examine the extent to which self-evaluations of Math prerequisite competency relate to the past and current Math performance of STEM female students from a society emerging from strict patriarchy. Its ancillary aim is to determine whether attitudes toward Math and its instruction and assessment are related to past and current performance. Undergraduate Engineering and Computer Science students were surveyed at the start of a Calculus course. As per earlier courses, Calculus was taught through an inquiry-based learning model. Findings illustrated that Math prerequisite competency was underestimated relative to past performance but accurate relative to current performance. Positive attitudes towards Math were correlated with past but not current performance. Students' preferences for modes of instruction and assessment suggested areas of improvement. During the pragmatic phase of the study, these findings informed instructional changes to enhance Math learning in Engineering and Computer Science. [ABSTRACT FROM AUTHOR]

The Enhanced Basic Education Act of 2013 (Republic Act No. 10533), the additional two years of Senior High School, aims to broaden the goal of high school education for college preparation. As prescribed by RA 10533, the curriculum shall be relevant, responsive, and research-based. This study aims to determine students' research skills in senior high school through self-assessment in Inquiry-Based Learning. This study utilized a quantitative approach, merging descriptive-comparative and correlational design with 80 respondents from Grade 11 and 12 STEM students. The research utilized an adopted questionnaire by Santiago (2022), composed of 21 items, using the proposed 7-point Likert scale based on mastery classification. The mean score of the level of research skills of Grade 12 (m=4.97 s=.89) was higher than that of Grade 11 students (m=4.57 s= 1.09), with a t-test result for the independent sample (p=0.074) revealed no significant difference between the mean scores when the group to year level. However, there is a strong direct correlation between academic achievement and level of research skills and vice versa. Conclusively, research training and skills start at the primary level, which translates to the secondary level and reaches the senior high school level as a preparatory stage for college to develop scientific literacy. Thus, initiatives, such as workshops, programs, and developmental training, are recommended for students to enhance their processing and managing skills to enhance and advance their academic research endeavors. [ABSTRACT FROM AUTHOR]

One of the primary objectives of science education is to cultivate students' science identity, and evidence points to the efficacy of inquiry-based learning in advancing this objective. Nevertheless, recent concerns have emerged regarding the effectiveness of information technology in supporting scientific research and its impact on students' science identity. This study explores this domain through a comparative experiment conducted with fifth-grade students at a Chinese elementary school. Utilizing the Web-based Inquiry Science Environment (WISE) and the "Solar Oven" STEM learning unit, it scrutinizes the effects of web-based inquiry and traditional inquiry on students' science identity development. The findings indicate that web-based inquiry is equally effective as traditional inquiry in fostering students' science identity, especially in the two dimensions of "recognition" and "performance". Notably, web-based inquiry surpasses traditional inquiry by significantly improving seven out of eleven assessed indicators, while traditional inquiry improves only four indicators. This research provides valuable insights into how integrating information technology within an inquiry-based learning environment can support Chinese elementary school students in developing their science identity. These results have significant implications for science education by demonstrating that web-based inquiry is a valuable approach for fostering science identity among elementary school students. [ABSTRACT FROM AUTHOR]

The use of digital technologies as teaching and learning materials supports and enhances science learning, encouraging students to develop valuable inquiry skills and knowledge. In response, this paper seeks to explore digital inquiry-based learning as a useful aid for teaching the elementary school science curriculum on plants in Malaysia. There is a strong rationale for this work, as (i) this curriculum has received less attention compared to the equivalent on animals, and (ii) students have developed misconceptions about plants, typically in the areas of plant nutrition and photosynthesis. Thus, the paper describes a 5E Instructional Model lesson plan, which uses various digital technologies to tackle different inquiry elements at each instructional model stage. The goals of the activities are to help students: (i) assess their preexisting knowledge and engage with a new concept, (ii) create predictions and document their observations, (iii) display their conceptual understanding, (iv) gain a more profound and broader understanding through new experiences, and (v) examine their understanding and abilities with the aid of digital technology resources. The suggested activities are further discussed in relation to different types of digital technologies and evidence-based practice, thus encouraging other educators to integrate digital inquiry-based learning into their work. [ABSTRACT FROM AUTHOR]

This article is an interview with Kath Murdoch, an experienced teacher, author, and consultant, about inquiry-based learning. Murdoch emphasizes the importance of curiosity, connection, and dialogue in the classroom. She describes what a classroom with an inquiry mindset looks like, highlighting the role of the teacher in facilitating dialogue and creating a strong community of inquiry. Murdoch also discusses the concept of "learnish," which involves incorporating the language of learning into daily discourse. She provides practical strategies for strengthening dialogue about learning and building learner agency. Murdoch encourages educators to see children as capable and competent learners and to create authentic learning experiences that allow students to make a real contribution. She addresses fears and doubts about transitioning to an inquiry-based approach, emphasizing the importance of trusting in children's capabilities and collaborating with colleagues. Readers interested in learning more can access Murdoch's books, clips, blog posts, and podcasts through her website and social media platforms. [Extracted from the article]

This qualitative research study investigates the experiences of Grade 12 STEM students in inquiry-based learning in physics at a private high school in Central Mindanao. The study aims to understand the challenges and benefits of this teaching approach, considering factors such as gender, academic performance, and prior exposure to inquirybased learning (IBL). The study involved ten students who were selected through purposive sampling. The data were collected through one-on-one interviews. The findings reveal that the most challenging experience students faced in inquiry-based learning are problemsolving, lecture and laboratory activities, and theoretical concepts. Meanwhile, the benefits of IBL include collaborative learning, interactive discussions, and enhanced interest in learning. Most students preferred hands-on learning, while few preferred auditory and visual learning. The study suggests that development in IBL can be made based on students' challenges and learning styles, and the benefits that they can get from the approach in a supportive learning environment. [ABSTRACT FROM AUTHOR]

Undergraduate research experiences (UREs) significantly enhance the outcomes of students who participate. Unfortunately, students may face barriers to engaging in UREs, which creates challenges for students' development of essential research skills that may not be covered thoroughly in laboratory classes. Overall, there is a need for a curriculum that does not rely on the availability of lab resources and that allows students to gain more practice in developing laboratory critical-thinking skills such as troubleshooting. To address this challenge, we designed and implemented a student-initiated course (STIC) called A Primer on Research Techniques in Molecular Biology (PORT) at a large public university. Using mixed qualitative and quantitative methods, we evaluated the outcomes of PORT and students' perceived differences between regular courses and STICs. PORT was effective for teaching students how common molecular biology techniques work. Additionally, PORT helped students develop core research competencies and practice the critical-thinking skills they need to troubleshoot. Students described the STIC instructor as more relatable, approachable, and accessible, though less experienced in pedagogy compared with faculty in regular courses. The students also suggested that regular courses could benefit from additional focus on practical skills development and the inquiry-based learning model that was employed by PORT. [ABSTRACT FROM AUTHOR]

The aim of this study is to provide a current synthesis of Online Inquiry-Based Learning (OIBL) systems that use argumentation as a pedagogy. Data were collected from three databases: Scopus, Web of Science, and ERIC. The present review synthesized the findings of 73 studies from 2010 to June 2023. A qualitative content analysis was conducted to examine the inquiry-based systems regarding design features that support argumentation and learning outcomes. Four design features were identified: engaging students in unique and meaningful topics, providing visualization and scaffolding tools, collaborative inquiry in groups, and sharing and critiquing arguments. Most studies provided scaffolding and visualization support, while a few allowed students to engage in unique and meaningful topics. Most studies measured higher-level cognitive outcomes in contrast to lower-level outcomes. Future studies need to design systems for a more diverse population of students with improved collaboration support. In addition, this review identified a need to focus more on interdisciplinary topics rather than natural science. [ABSTRACT FROM AUTHOR]

The algebraic group $ \operatorname {Spin}_{3\times 3} $ Spin 3 × 3 arises from spinning collections of the numbers 1–9 on a $ 3\times 3 $ 3 × 3 game board. The authors have been using this group, as well as a corresponding online application, to introduce undergraduate students to core concepts in group theory. We discuss the benefits of using this deceptively simple, toy-like puzzle in terms of student learning and engagement. Practical exercises as well as use cases outside the abstract algebra classroom are provided at the end. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This systematic literature review explores the impact of innovative teaching approaches on student motivation and academic achievement in online blended learning. A thorough search of five electronic databases for studies published between January 2009 and May 2023 yielded 1468 records. Following the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) and Population, Intervention, Comparison, Outcome and Study‐design (PICOS) frameworks as the basis for the eligibility criteria, 47 studies were eligible and reviewed. The findings revealed that the effects of motivation were influenced by various factors, such as the blended course design, instructor's support, learning environment and the student's characteristics. The common innovative teaching and learning techniques and tools which advanced better teaching and learning were found to be interactive lessons, the use of virtual reality technology, artificial intelligence, project‐based learning, inquiry‐based learning, jigsaw, cloud computing, flipped classroom, peer teaching, peer feedback, crossover teaching and personalised teaching. These techniques positively and significantly affected motivation and academic achievement. Furthermore, results also suggest that educators should carefully consider the needs and preferences of their students when designing their courses and curricula to motivate and support students to achieve their full potential. Based on these findings, instructor support through innovative teaching and learning is vital to sustaining meaningful, innovative interactions that motivate students and promote better academic achievements in innovative online blended learning. Therefore, this study proposed a framework that illustrates that when students are well motivated, they develop personal and academic qualities such as interest, confidence, belonging, cooperation and trust in the educational experiences, resulting in better academic achievement. [ABSTRACT FROM AUTHOR]

Critical thinking is a skill that enables individuals to keep pace with changes and enhances crucial competencies for contemporary competitiveness. Many researchers have studied learning management approaches to develop students' critical thinking, resulting in a substantial body of knowledge but lacking clear systematic summaries. The researchers aimed to (a) examine the effect sizes and research characteristics influencing students' critical thinking, and (b) compare the effect sizes of learning management approaches after adjusting with propensity score matching from 108 graduate research published between 2002 and 2021. Data were collected using research characteristics recording forms and research quality assessment questionnaires. Effect sizes were calculated using Glass's method and analyzed through random effect, fixed effect, and regression meta-analysis. Findings revealed that (a) research on developing learning management approaches influences students' critical thinking at a high level (d ̅ = 1.669), with nine research characteristics, including the field of publication, courses, total duration, teacher learning process, learning media, measurement and evaluation, research design, research statistics, and research quality, statistically significantly influencing students' critical thinking, and (b) after adjustment, inquiry-based learning significantly influences students' critical thinking. Recommendations for developing students' critical thinking include learning activities that encourage problem exploration, expanding thinking through collaborative analysis, and applying diverse media and activity sheets tailored to context suitability. [ABSTRACT FROM AUTHOR]

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents the results of a Participatory Action Research, whose main objective was to validate a pedagogical intervention characterized by adopting an inquiry-based learning methodology (IBL), and the paradigm of Practice as Research focused on musical performativity. This intervention sought to foster autonomy, the relationship between theory and practice, and the development of critical reflexive skills in professional music students. The co-participants (12 students in the first cycle and 9 in the second) belonged to university training programs in vocal and instrumental interpretation, composition, and music pedagogy at different levels. In the intervention cycles, students were able to organize themselves collaboratively to achieve the learning objectives and research products designed in the intervention. During the process, they redefined research as a tool for professional development in their discipline. This empowered the participants, as they became aware that they themselves could build knowledge in their field. The intervention was validated, and the results highlight the potential of inquiry activities focused on musical performativity and Practice as Research in the context of higher music education, playing an integrating role in the construction of knowledge by and for practitioners. [ABSTRACT FROM AUTHOR]

Many approaches to teaching and learning are classified as student-centered. The current literature evaluates these methods in-depth either individually or by comparing two or three at a time. This article provides a comparison of multiple student-centered teaching methods, with examples, employed in contemporary education. The aim is to assess the key characteristics associated with different approaches by investigating five popular student-centered teaching methodologies: activity-based learning, inquiry-based learning, cooperative learning, problem-based learning, and project-based learning. The results enable educators to make informed decisions about instructional strategies and provide a stepping stone for further research. [ABSTRACT FROM AUTHOR]

The aim of this study is to provide a current synthesis of Online Inquiry-Based Learning (OIBL) systems that use argumentation as a pedagogy. Data were collected from three databases: Scopus, Web of Science, and ERIC. The present review synthesized the findings of 73 studies from 2010 to June 2023. A qualitative content analysis was conducted to examine the inquiry-based systems regarding design features that support argumentation and learning outcomes. Four design features were identified: engaging students in unique and meaningful topics, providing visualization and scaffolding tools, collaborative inquiry in groups, and sharing and critiquing arguments. Most studies provided scaffolding and visualization support, while a few allowed students to engage in unique and meaningful topics. Most studies measured higher-level cognitive outcomes in contrast to lower-level outcomes. Future studies need to design systems for a more diverse population of students with improved collaboration support. In addition, this review identified a need to focus more on interdisciplinary topics rather than natural science.