Developing Sixth Graders’ Inquiry Skills to Construct Explanations in Inquiry‐based Learning Environments

Abstract

The purpose of this study is to investigate how sixth graders develop inquiry skills to construct explanations in an inquiry-based learning environment. We designed a series of inquiry-based learning activities and identified four inquiry skills that are relevant to students' construction of explanation. These skills include skills to identify causal relationships, to describe the reasoning process, to use data as evidence, and to evaluate explanations. Multiple sources of data (e.g., video recordings of learning activities, interviews, students' artifacts, and pre/post tests) were collected from two science classes with 58 sixth graders. The statistical results show that overall the students' inquiry skills were significantly improved after they participated in the series of the learning activities. Yet the level of competency in these skills varied. While students made significant progress in identifying causal relationships, describing the reasoning process, and using data as evidence, they showed slight improvement in evaluating explanations. Additionally, the analyses suggest that phases of inquiry provide different kinds of learning opportunities and interact with students' development of inquiry skills.

Effectiveness of Critical Thinking Indicator-Based Module in Empowering Student’s Learning Outcome in Respiratory System Study Material

“…The largest increase in the book I was an explanation indicator from 25% to 95.8%, the module is based on critical thinking skills to add an explanation indicator by 70.8%. Explanation indicator is not just a description but include explanations that related to a connecting descriptions process and logically relationships and using empirical data as the basis of explanation (Wu and Hsieh, 2006). The largest increase in book II is an indicator of self-regulation from 10.4% to 93.8% module is based on critical thinking skills to add indicators of self-regulation by 83.4%.…”

The Effect of Electronic Portfolio Applications on 6th Graders’ Research Skills

“…Araştırmanın bulguları aynı zamanda; farklı etkinlikler, yöntemler ve araçlar ile öğrenme ortamlarının zenginleştirilerek araştırma becerilerinin geliştirilmesinin amaçlandığı çalışmalarla (Alkan-Dilbaz, 2013;Brickman, Gormally, Armstrong ve Hallar 2009;Chu vd., 2008;Cuevas, Lee, Hart ve Deaktor, 2005;Güneş, 2011;İlter, 2013;Wu ve Hsieh, 2006;Yıldırım, 2007) uyumludur. Wu ve Hsieh (2006), araştırma temelli öğrenme ortamlarının, Yıldırım (2007) İlter (2013) ise Sosyal Bilgiler dersinde 5E öğrenme döngüsü modelinin öğrencilerin araştırma becerilerini geliştirmede etkili olduğu sonucuna ulaşmışlardır.…”

“…Wu ve Hsieh (2006), araştırma temelli öğrenme ortamlarının, Yıldırım (2007) İlter (2013) ise Sosyal Bilgiler dersinde 5E öğrenme döngüsü modelinin öğrencilerin araştırma becerilerini geliştirmede etkili olduğu sonucuna ulaşmışlardır. Dolayısıyla farklı etkinliklerin, yöntemlerin ve araçların kullanılarak öğrenme ortamlarının zenginleştirilmesinin öğrencilerin bu becerileri kullanma biçimlerini olumlu yönde etkileyeceği ve bu becerileri kullanma seviyelerinin daha kısa sürede istenen düzeylere ulaşmalarına katkı sağlayacağı düşünülmektedir.…”

“…Araştırma becerilerinin küçük yaşlardan itibaren öğrencilere kazandırılmasının önemine ve bu becerinin kazandırılabilmesi için uygun öğrenme ortamlarının hazırlanması gerekliliğine rağmen bu konuda yapılan çalışmaların (Alkan-Dilbaz, 2013;Chu, Chow, Tse ve Kuhlthau, 2008;Güneş, 2011;Wu ve Hsieh, 2006;Yıldırım, 2007) yeterli olmadığı dikkati çekmektedir. Dolayısıyla bu araştırmada, elektronik portfolyo uygulamalarının ortaokul 6. sınıf öğrencilerinin araştırma becerileri üzerindeki etkisini ortaya koymayı amaçlamaktadır.…”

An epistemological analysis of the application of an online inquiry-based program in tourism education

“…IBL seems to be an alternative that can accomplish the aims and goals of the meaningful understanding of other cultures (Minick & Bocchicchio, 2006) because it enables learners to situate learning in investigating complex tasks. Thus, IBL facilitates deep and meaningful learning (Wu & Hsieh, 2006).Therefore, it is logical to hypothesise that IBL is an ideal approach for learners to achieve "deep learning" of complex topics such as tourism, especially when the activities are conducted online, where vast amounts of information can be retrieved in little time. This is a major advantage of online IBL over IBL undertaken in conventional settings.…”