Investigating the Effectiveness of Inquiry-Based Instruction on Students With Different Prior Knowledge and Reading Abilities

Abstract

This study examined the differential impacts of an inquiry-based instruction on conceptual changes across levels of prior knowledge and reading ability. The instrument emphasized four simultaneously important components: conceptual knowledge, reading ability, attitude toward science, and learning environment. Although the learning patterns and effect size analyses indicated that students from all subgroups demonstrated substantial gains on weather concepts, students from the low prior conceptual knowledge group demonstrated greater gains in conceptual knowledge than subgroups with more prior knowledge; and these gains remained stable 3 weeks after the instruction ceased. However, students from the low language proficiency group showed the least gains in conceptual knowledge. Students' prior knowledge and reading ability were found to be positively and significantly associated to conceptual development. Recent perspectives on the role of language in science education and suggestions that support learning during instruction are briefly described.

Using Inquiry-based Laboratory Activities in Lights and Optics Topic to Improve Students’ Conceptual Understanding

“…It is in line with the result of previous researches that also investigated the inquiry based laboratory activity, such as the result of a research conducted by Wolf and Fraser (2007) which showed that inquiry based laboratory activity was effective to improve students' achievement [10], research conducted by Wang (2008) also showed the same result, it showed inquiry based laboratory activity gave a statistically significant effect toward the students' conceptual changes across levels of prior knowledge and reading ability [15].…”

Confidence in the Knowledge Base of English Language Learners Studying Science: Using Agency to Compensate for the Lack of Adequate Linguistic Identity

“…Wenger (1998) refers to this as 'legitimate peripheral participation' and explains that on entry to each new community, learners become legitimate peripheral participants who have some experience of educational practices but who, at this periphery stage, do not know if the practices that had previously guaranteed success, and that had been valued by the members of the old community, are equally valid and valued in the new community. This links in well with what we present in the literature review about the role of students' efficacy beliefs in achieving success in learning science (Wang, Wang, Tai and Chen 2010). Thus, it seems that depending on whether or not the participants are able to transfer the practices between the communities, they might or might not become full participants (O'Donnell and Tobbell 2007).…”

“…We therefore explore the role of the students' English language proficiency and science background knowledge in this study, trying to understand, through the lens of CoP, how our students negotiate their identities when crossing boundaries between the communities of their schools and the university at which they currently study. Wang et al (2010) claim that prior science knowledge and L2 proficiency are two very important traits that play a major role in acquiring the scientific material to be studied. Their findings suggest that learning science in a new setting is a complex process in which "experiences and information are processed through the lens of a learner's comprehension of science language, epistemological beliefs, efficacy beliefs and metacognitive skills" (ibid.…”

“…While the studies by Usó-Juan (2006) and Chen and Donin (1997) cited above can be very illuminating in identifying the relationship between subject-specific background knowledge and L2 ability, we felt that gathering perceptions of the role of English language proficiency and science background knowledge in students' identity and agency change was more appropriate. Following Wang et al (2010), we wished to advance knowledge of the role of communities of practice in transitions, through exploring the complex interplay between L2, science knowledge and academic success. Students' efficacy beliefs about themselves as capable learners in HE were particularly important here, seeing that CoP seem to emphasise that these capabilities of learners could be predefined by their communities.…”

Motivation and beliefs about the nature of scientific knowledge within an immersive virtual ecosystems environment

“…What has not yet been addressed, however, and should be further explored in future research, is whether prior achievement or prior knowledge of ecology modifies the relationships that were presented in this study. Some scholars have shown that prior knowledge or achievement can affect how students interact with an inquiry-oriented curriculum (e.g., Chen & Wu, 2012;Olympiou, Zacharias, & deJong, 2013;Wang et al, 2010).…”