Guided inquiry-based learning in secondary-school chemistry classes: a case study

Orosz, Gábor; Németh, Viktória; Kovács, Lajos; Somogyi, Zoltán; Korom, Erzsébet

doi:10.1039/d2rp00110a

Cited by 29 publications

(20 citation statements)

References 75 publications

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“…The importance of developing problem-solving skills in students is emphasized in the work of several authors, e.g., Lesh and Zawojewsky [6], who claim that a developed problem-solving ability facilitates further education, successful involvement in society, and is necessary for a range of personal activities as well. As confirmed by other authors [7][8][9][10], inquiry-based teaching has shown to be a promising method of education.…”

Section: -Introductionmentioning

confidence: 58%

“…In the inquiry-based approach, a crucial role is played by teachers, whose ways and principles of teaching have an impact on students. As research findings show [8,[17][18][19], teachers lack competencies in the field of implementing inquiry-based activities, and international knowledge and experiences point to the fact that teachers' professional preparedness has a significant impact on the quality of education. Teachers must be well prepared for any changes to be introduced, and therefore, in the case of those who did not receive sufficient undergraduate training in the field, in-service teacher training opportunities focused on innovative strategies and methods, as well as their implementation, should be created.…”

Section: -Purpose Of the Studymentioning

confidence: 99%

“…Also, teachers should receive learning and teaching materials, which would help them gain confidence in carrying out inquiry-based activities. Teachers also often complain about not having access to verified inquiry-based procedures, which can be easily applied in the classroom [8]. Although currently used textbooks and teaching materials contain several examples of problemsolving tasks and experiments, teachers consider them insufficient.…”

Section: -Purpose Of the Studymentioning

confidence: 99%

“…The issues of the level of students' and teachers' involvement in the process of inquiry were dealt with by e.g. Spronken-Smith et al [13], Zion and Mendelovici [14], and Orosz et al [8]. The first level is represented by confirmation inquiry, where the problem, experimental procedures, and the solution are suggested by the teacher, which means that the students' only task is to reproduce the inquiry as they know what the expected result is.…”

Section: -Introductionmentioning

confidence: 99%

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Inquiry as a Part of Educational Reality in Technical Education

Kožuchová

Barnová²,

Stebila³

2022

Emerg Sci J

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In the proposed study, the authors focus on the situation in the field of technical education in Slovak primary schools and present the results of an original research study focused on the application of an inquiry-based approach. The main goal of the investigation was to compare the efficiency of using inquiry-based activities in teaching selected topics (Electromagnetism and Electronics) with the efficiency of traditional teaching methods where students follow their teacher’s instructions. In the presented research study, carried out in four primary schools, the methods of pedagogical experiment and didactic tests examining students’ knowledge on the three levels of Niemierko’s taxonomy were used. The authors of the study present their findings regarding the impact of inquiry-based teaching on 6th grade students’ knowledge, activity, and motivation. Based on the obtained results, it can be assumed that inquiry-based teaching can lead to better knowledge acquisition, increased student activity, and a higher motivation to learn compared with applying traditional methods of teaching. The results of the t-testconfirmed the significance of differences between the experimental group’s and the control group’s performance in all three observed fields. The authors believe that the presented findings can contribute to improving the quality of the educational process not only in technical education but in other fields of didactics as well. Doi: 10.28991/ESJ-2022-SIED-016 Full Text: PDF

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Section: -Introductionmentioning

confidence: 58%

Section: -Purpose Of the Studymentioning

confidence: 99%

Section: -Purpose Of the Studymentioning

confidence: 99%

Section: -Introductionmentioning

confidence: 99%

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Inquiry as a Part of Educational Reality in Technical Education

Kožuchová

Barnová²,

Stebila³

2022

Emerg Sci J

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“…When planning activities, the cost in terms of time and money remained a consideration. If these constraints were ignored, it is unlikely that the tried and tested activities would be suitable and widely usable after the research project is completed (Boesdorfer and Livermore, 2018;Orosz et al, 2022).…”

Section: Conditions Of Combustionmentioning

confidence: 99%

Scaffolding of experimental design skills

Szalay

Tóth

Borbás

et al. 2023

Chem. Educ. Res. Pract.

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The results of an earlier four-year longitudinal research study on the development of experimental design skills led to the conclusion that 12–13 year old students probably need more help to design experiments than had been offered to them in that project. This paper reports the findings of the first year of a further four-year empirical research project. Its aim is to modify ‘step-by-step’ instructions for practical activities in a way that may enable the development of experimental design skills. Nine hundred and thirty-one (931) students have been involved. All were 12–13 years old in the beginning of the study (September 2021). Each year students spend six lessons (some or all of each) doing practical activities using worksheets we provide. The students were divided into three groups. Group 1 (control group) follow step-by-step instructions. Groups 2 and 3 are experimental groups. Group 2 follow the same instructions as Group 1 but also complete a scheme (a series of questions) on their worksheets concerned with the design of the experiment. Group 3 is required to design the experiments, guided by the scheme. The scheme asks indirect questions about the identification of the independent variable, the dependent variable and the constants. The impact of the intervention on the students’ experimental design skills (focusing on the identification and control of variables) and disciplinary content knowledge is measured by structured tests. After the first school year of the project it was clear that the applied type of instruction had a significant positive effect on the results of the Group 3 students’ experimental design skills (Cohen's d effect size: −0.28). However, no significant effect of the intervention could be detected on the changes in the Group 2 students’ experimental design skills (Cohen's d effect size: −0.11). ANCOVA analysis showed that these effects were due to a combination of several factors (mainly the intervention, school ranking and prior knowledge). This paper provides the interesting details of the results of the first year of the research and discusses the minor changes to the approach that have been made for the remaining three years of the project.

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