Guidance in inquiry-based instruction – an attempt to disentangle a manifold construct

Vorholzer, Andreas; Aufschnaiter, Claudia von

doi:10.1080/09500693.2019.1616124

Cited by 62 publications

(50 citation statements)

References 49 publications

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“…Similar obstacles are also found from the results of a study (Istianto, 2012) entitled "The Use of Inquiry Methods in Improving Mathematics Learning Outcomes in Class V of Elementary Schools" which stated that the obstacles that arise include: (1) the learning habits of some students who are still teacher-centered (conventional), (2) the time used in learning is not effective, (3) the learning resources of students are mostly bookoriented, and there are students who have a learning delay, so they have not been able to learn on their own in the activities which are carried out by inquiry-based learning. In line with the results of the previous study, the weaknesses of the inquiry method include: (1) adequate facilities needed, (2) the difficulty of changing conventional to active learning method, (3) the freedom given by teachers is sometimes not optimally utilized by students, so the learning process take longer time and ineffective (Vorholzer & von Aufschnaiter, 2019).…”

Section: Resultssupporting

confidence: 57%

The Factors Affecting Teachers’ Readiness In Developing Science Concept Assessment Through Inquiry-Based Learning Process In Elementary Schools

Budiastra

Erlina

Wicaksono

2019

ASSRJ

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Teachers need to develop their professionalism in teaching to achieve 21st century learning competencies. The role of the teacher is not only to provide information but also to assess the learning process and outcomes comprehensively and in an integrated manner. This study aimed to describe the factors that support the readiness of teachers to carry out assessments in inquiry-based science in elementary schools. Respondents in this study were 87 elementary school teachers who were 87 students spread across four regions of the UT Regional Office namely Pangkalpinang, Jakarta, Denpasar, and Kupang. These four regions of the UT Regional Office were chosen as a representation of the regions of West, Central and East Indonesia. From this sample, teachers were examined to see their readiness to compose a lesson plan and carry out an inquiry assessment. Next, teachers filled in the response sheet to find out their readiness to carry out an inquiry assessment in science learning in elementary schools. Teaching inquiry-based science required teachers to spend more time preparing lesson plans to prepare tools and learning materials. Factors which supported the readiness of teachers to measure the inquiry-based science learning process in elementary schools, including their sufficient capacity to develop lesson plans which were oriented to the inquiry process, peer support and teachers’ working group. Some efforts were done to overcome obstacles namely developing the ability to assess the mastery of science concepts through inquiry-based learning processes in elementary schools, utilizing teachers’ working group (TWG) and the support of school principals/assessors to make relevant assessment tools.

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Section: Resultssupporting

confidence: 57%

The Factors Affecting Teachers’ Readiness In Developing Science Concept Assessment Through Inquiry-Based Learning Process In Elementary Schools

Budiastra

Erlina

Wicaksono

2019

ASSRJ

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“…Despite some skepticism and ongoing debate (e.g., Kirschner, Sweller, & Clark, 2006;Sweller, Kirschner, & Clark, 2007;Zhang, 2016), most researchers seem to agree on why inquiry should be central to science education. Nevertheless, it remains challenging to reach a consensus on what inquiry actually means as this construct can vary with respect to the range and type of activities (Minner, Levy, & Century, 2010;, teacher guidance (Vorholzer & Von Aufschnaiter, 2019), and cognitive dimensions (Duschl, 2008;. Anderson (2007) noted that "inquiry is an imprecise word […] If the word is to continue to be useful we will have to press for clarity when the word enters a conversation and not assume we know the intended meaning" (2007, p. 808).…”

Section: Inquiry and Science Educationmentioning

confidence: 99%

More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science

Teig

Scherer

Nilsen

2018

Learning and Instruction

104

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Considerable research has demonstrated that teachers' self-efficacy plays a major role in implementing instructional practices. Only few studies, however, have examined the interplay between how teachers' self-efficacy and the challenges that lie outside their influence are related to their implementation of cognitive-activation strategies (CASs), especially in science classrooms. Using the Trends in Mathematics and Science Study 2015 data from science teachers in Grades 4, 5, 8, and 9, we explored the extent to which teachers' self-efficacy in science teaching and the perceived time constraints explained variations in the enactment of general and inquiry-based CAS. Findings from the overall sample showed that highly self-efficacious teachers reported more frequent implementation of both general and inquiry-based CAS, whereas those who perceived strong time constraints reported a less frequent use of inquiry-based CAS. These relationships also existed across grade levels, except on the relations between perceived time constraint and inquiry-based CAS, which was only significant for the science teachers in Grade 9. We discuss these findings in light of variations in the core competencies of science curriculum, teachers' competences, and the resources for science activities between primary and secondary education. We also point to the theoretical implications of this study for enhancing the conceptual understanding of generic and specific aspects of CAS and the practical implications for teacher education, professional development, and educational policy.

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“…Inquiry-based teaching can address procedural, content, or epistemic aspects of science education, respectively (cf. Hodson 1996;Vorholzer & Aufschnaiter, 2019) and teachers need to decide which of these to address in their lessons. An experiment on natural acid-base-indicators (e.g.…”

Section: Inquiry As a Corner Stone Of Science Educationmentioning

confidence: 99%

“…Should problems or inconsistencies arise from its use, these are not addressed nor channeled into an improvement of the scaffold. More -and more differentiated -research is necessary to understand how inquiry teaching might effectively be opened using scaffolds, the results of which might eventually give a more complete picture of what makes proficient students of science (see also Vorholzer & Aufschnaiter, 2019).…”

Section: Supporting Inquirymentioning

confidence: 99%

“…The preceding sections have drawn attention to several crucial aspects that need to be considered when opening the teaching of inquiry: the complexity of the process, the degree of necessary teacher assistance, and the faithfulness to a scaffold. So far, research suggests that inquiry processes might have been opened too early in instruction creating unjustified cognitive demands so that students underperformed (Vorholzer & Aufschnaiter, 2019). Yet, Mayer's (2004) call for a "three-strike-rule" on banning discovery from science classrooms might have been somewhat precocious because there are possible reasons for an observed under-par-efficacy which can be addressed to eventually make open inquiry schemes work:…”

Section: Limitations Of Scaffolded Open Inquirymentioning

confidence: 99%

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How to open inquiry teaching? An alternative teaching scaffold to foster students’ inquiry skills

Baur

Emden

2020

Chemistry Teacher International

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Students are expected to learn scientific inquiry. It consists of several individual processes that need to be coordinated. Recent teaching concepts have suggested fading students into a limited set of interconnected processes, mostly using backwards-fading techniques. The efficiency of open approaches to learning has been criticized repeatedly in science education research. Following a brief discussion of previous scaffolded inquiry teaching concepts developing students into “open inquiry”, it is argued that these have been interpreted too strictly in science classrooms: (i) restricting inquiry to too few processes; (ii) delivering support to students in an all-or-nothing fashion; (iii) understanding opening of inquiry as a one-way-street insensitive to needs of momentary closing. This is not justified by the situated character of pedagogical considerations that depend on learners’ needs and potentials, teachers’ strengths and insecurities, and potential constraints from content. An alternative matrix for teaching inquiry is suggested that distinguishes five processes in four variations of openness. An example from chemistry shows that the achieved degree of openness is derived from situated considerations and is not ruled by a priori decisions on openness. Nor is this decision governed by faithfully adhering to a schematic sequence (confirmatory → structured → guided → open inquiry).

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Guidance in inquiry-based instruction – an attempt to disentangle a manifold construct

Cited by 62 publications

References 49 publications

The Factors Affecting Teachers’ Readiness In Developing Science Concept Assessment Through Inquiry-Based Learning Process In Elementary Schools

The Factors Affecting Teachers’ Readiness In Developing Science Concept Assessment Through Inquiry-Based Learning Process In Elementary Schools

More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science

How to open inquiry teaching? An alternative teaching scaffold to foster students’ inquiry skills

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