Effect of Inquiry-Based Learning Method Supported by Metacognitive Strategies on Fourth-Grade Students  Problem-Solving and Problem-Posing Skills: A Mixed Methods Research

Divrik, Ramazan; Pilten, Pusat; Taş, Ayşe Mentiş

doi:10.26822/iejee.2021.191

Cited by 14 publications

(5 citation statements)

References 27 publications

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“…The results show that the activities designed using the integration of inquiry-based learning and cooperative learning helped increase the number of students passing the expected outcome of the class. The results are consistent with others (e.g., Adolphus et al, 2013;Divrik et al, 2020;Rust, 2011;Sabourin et al, 2012;Suryatin, 2020;Wismath & Orr, 2015) who also found the benefits of the two principles in developing students' problem-solving abilities. In the current study, questions related to the concept of plans were raised in the class where students cooperatively worked to answer them.…”

Section: Inquiry-based and Cooperative Learning Management And Proble...supporting

confidence: 91%

“…The empirical evidence of the impact of inquiry-based learning on problem-solving development can be seen in previous studies (e.g., Divrik et al, 2020;Rust, 2011;Sabourin et al, 2012). In particular, Divrik et al (2020) found that the integration of the IBL and metacognitive strategies positively affected the young learners' problem-solving ability. Moreover, it also helped in developing their mathematical learning achievement.…”

Section: Introduce the Problemmentioning

confidence: 67%

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Development of Problem-Solving Abilities in Science by Inquiry-Based Learning With Cooperative Learning for Grade 4 Students

Sukontawaree

Poonputta

Prasitnok

2022

JEI

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Considering problem-solving ability as an important qualification in the 21st century that could be developed by instructional methods that allow learners to construct their knowledge via questioning through cooperative learning activities, we conducted action research with the purpose of investigating the effectiveness of inquiry-based and cooperative learning on grade 10 students’ problem-solving ability and studying students’ satisfaction with inquiry-based and cooperative learning in developing their problem-solving ability. The participants were 7 grade 4 students in the Thai educational context. They were selected from a class of 20 students using the results of a placement test. The instruments were a learning management plan designed using the integration of inquiry-based learning and cooperative learning, a problem-solving ability evaluation form, and a satisfaction questionnaire. The data was analyzed using the statistics of percentage, mean score, and standard deviation. The result shows that the integration of the two methods was beneficial in improving the problem-solving skills of the majority of the participants. Participants were also satisfied with learning management throughout the semester it was implemented.

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Section: Inquiry-based and Cooperative Learning Management And Proble...supporting

confidence: 91%

Section: Introduce the Problemmentioning

confidence: 67%

Development of Problem-Solving Abilities in Science by Inquiry-Based Learning With Cooperative Learning for Grade 4 Students

Sukontawaree

Poonputta

Prasitnok

2022

JEI

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“…Previous studies reported that guided inquiry was very effective in empowering students' metacognitive and creative thinking skills (Divrik, Pilten, and Mentiş, 2020). There is also another study which stated that inquiry learning was very good in empowering students' metacognitive and creative thinking skills in biology (Destrilia, Hasan, and Rifa'i, 2021).…”

Section: Discussionmentioning

confidence: 97%

Metacognitive and creative thinking skills: A post-covid-19 correlational study

Antika

Sukron²,

Haikal³

et al. 2022

BIO

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The facts of learning in education showed that students were less encouraged to develop metacognitive skills and creative thinking skills, so that students were not active and students were less likely to participate in the learning process. This study aimed to determine the correlation of metacognitive skills with creative thinking skills of class XI students in biology subjects. The subjects of this study were students of class XI A IPA at MA Miftahul Ulum Nagasari Congkop in the second semester of academic year 2021/2022, totaling 24 students. This research is quantitative research with regression correlation analysis technique using SPSS Version 26.0. Collecting data on metacognitive skills and creative thinking skills using a rubric that was integrated with an essay test. The results of this study indicated that there was a significant relationship between metacognitive skills and creative thinking skills. Results of the regression analysis showed a large R value of 0.616 which indicated that there was a strong relationship between metacognitive skills and creative thinking skills. The guided inquiry model is the recommended model in empowering metacognitive and creative thinking skills, especially in learning biology.

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“…Second, most existing research on metacognitive strategies in reading has focused on general English reading in primary schools (Divrik et al, 2020), middle schools (Güner & Erbay, 2021), or high schools (Anif et al, 2021). However, the focus of this study is on standardized English proficiency tests such as the Open Journal of Modern Linguistics IELTS, a crucial aspect often overlooked in previous research.…”

Section: Problem Statementmentioning

confidence: 99%

The Correlation between Metacognitive Strategies and IELTS Reading Achievement among Chinese Students

Fang,

Rahman

2024

OJML

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This study investigates the correlation between metacognitive strategies and IELTS reading achievement among Chinese students. A sample of 242 Chinese learners preparing for the IELTS examination participated in the study. The metacognitive strategy was assessed using the Survey of Reading Strategies (SORS), and IELTS reading achievement was evaluated using Cambridge Practice Tests for IELTS. The research design employed correlational analysis, revealing a significant positive correlation between overall metacognitive strategies and IELTS reading achievement. Specifically, problem-solving strategies emerged as the most influential predictor of IELTS reading achievement. To reiterate, the findings of this study underscore the importance of incorporating problem-solving strategies into reading curricula to enhance students' reading achievement, contributing to the existing literature of language learning by highlighting the significance of metacognitive strategies in enhancing IELTS reading achievement among Chinese students and offering valuable insights for educators and curriculum developers.

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Effect of Inquiry-Based Learning Method Supported by Metacognitive Strategies on Fourth-Grade Students Problem-Solving and Problem-Posing Skills: A Mixed Methods Research

Cited by 14 publications

References 27 publications

Development of Problem-Solving Abilities in Science by Inquiry-Based Learning With Cooperative Learning for Grade 4 Students

Development of Problem-Solving Abilities in Science by Inquiry-Based Learning With Cooperative Learning for Grade 4 Students

Metacognitive and creative thinking skills: A post-covid-19 correlational study

The Correlation between Metacognitive Strategies and IELTS Reading Achievement among Chinese Students

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