Identification of positions in literature using thematic network analysis: the case of early childhood inquiry-based science education

Mariegaard, Stine; Seidelin, Lars; Bruun, Jesper

doi:10.1080/1743727x.2022.2035351

Cited by 7 publications

(3 citation statements)

References 51 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: 59%

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: 59%

Inquiry as a Part of Educational Reality in Technical Education

Kožuchová

Barnová²,

Stebila³

2022

Emerg Sci J

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“…As pointed out by e.g. Li and Yuan (2022), Orosz et al (2022), Al-Githami, Solangi, andEsmail (2022) and Mariegaard, Seidelin, and Bruun (2022) inquiry-based education has shown to be a promising method of education. Therefore, it can be considered the basis for education in the future.…”

Section: Introductionmentioning

confidence: 95%

Inquiry-Based Approach to Education

Kožuchová

Stebila

Barnová

2023

Acta Educationis Generalis

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Introduction: In the proposed study, the authors focus on the effectiveness of the application of inquiry-based approach in Slovak schools and present the results of an original research study focused on the impact of inquiry-based teaching on students’ knowledge acquisition. Methods: For the purposes of the research study, a pedagogical experiment was carried out on the sample of 150 6th-grade students and didactic tests (a pre-test and a post-test) were used to examine students’ knowledge on the three levels of Niemierko’s taxonomy. Results: The results of the t-test confirmed the significance of differences between the experimental group’s and the control group’s cognitive performance. Discussion: The obtained results indicate that inquiry-based teaching can lead to better knowledge acquisition in students than traditional methods of teaching and so, it appears to be an efficient alternative. Limitations: The limits of the research study are given by the size and the composition of the research sample. The obtained results cannot be generalized to the entire population. Conclusions: The research findings can contribute to improving the quality of the educational process and increasing students’ motivation by using activating methods of teaching.

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“…The basis of science education is to make sense of real-life events and circumstances; hence, science education is an inquiry-based discipline (Rönnebeck, Bernholt and Ropohl, 2016;Mariegaard, Seidelin and Bruun, 2022). In an inquiry-based approach, children ask questions and seek answers to the situations they wonder about.…”

Section: Introductionmentioning

confidence: 99%

A Product of the Instructional Design Process Developed According to the Seels and Glasgow Model: Interactive Hologram-Supported Material Set

Turan Güntepe,

Keleş

2023

Int. J. of Cont. Edu. Res.

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This study aims to design an educational process for teaching scientific concepts during the preschool period based on the instructional design model of Seels and Glasgow and to evaluate its effectiveness. For this purpose, a material set incorporating a teacher's manual and interactive holographic materials was developed. The teacher's manual developed has an inquiry-based approach according to which scientific concepts are structured in line with scientific information. Expert opinions were obtained regarding the developed material set. It was determined that the material set developed in line with expert opinions may be supportive in teaching scientific concepts in the preschool period. Moreover, it was found that the developed material set helped the concretization of abstract concepts that are difficult to observe and that require a process and assisted the children in constructing scientific information in their minds by way of generating realistic three-dimensional images. It is anticipated that, with the interactive holographic material set developed during the research, the lack of materials and scientific information in the preschool teaching process of scientific concepts may be prevented.

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Identification of positions in literature using thematic network analysis: the case of early childhood inquiry-based science education

Cited by 7 publications

References 51 publications

Inquiry as a Part of Educational Reality in Technical Education

Inquiry as a Part of Educational Reality in Technical Education

Inquiry-Based Approach to Education

A Product of the Instructional Design Process Developed According to the Seels and Glasgow Model: Interactive Hologram-Supported Material Set

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