Let's talk evidence – The case for combining inquiry-based and direct instruction

Jong, Ton de; Lazonder, Adrianus W.; Chinn, Clark A.; Fischer, Frank; Gobert, Janice D.; Hmelo‐Silver, Cindy E.; Koedinger, Ken; Krajcik, Joseph; Kyza, Eleni Α.; Linn, Marcia C.; Pedaste, Margus; Scheiter, Katharina; Zacharia, Zacharias C.

doi:10.1016/j.edurev.2023.100536

Cited by 42 publications

(10 citation statements)

References 118 publications

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“…Investigation activities promote students' independence to be actively and responsibly involved in the learning process [41] since these activities are students centered [20]. Additionally, inquiry learning supports students' collaboration [42], enabling them to establish knowledge and skills together in a group [10], [11]. Along with the lecturer's guidance, these investigation activities develop students' skills, primarily in designing and conducting scientific investigations (SPS and CU).…”

Section: Discussionmentioning

confidence: 99%

“…Tornee et al [23] described GI as a learning model that offers a direct problem-solving experience through investigation activities. This investigation directs students to observe, construct a concept, and conclude the new knowledge [42]. Thus, aside from expanding students' skills, GI-Moodle also focuses on enhancing students' conceptual understanding.…”

Section: Discussionmentioning

confidence: 99%

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Guided inquiry with Moodle to improve students’ science process skills and conceptual understanding

Mursali,

Hastuti,

Zubaidah

et al. 2024

IJERE

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This study aims to improve and describe science process skills (SPS) and conceptual understanding (CU) college students through guided inquiry learning with Moodle (GI-Moodle). This quasi-experimental study used a pretest-posttest non-equivalent control group design. College students taking general biology courses at Faculty of Applied Science and Engineering (FSTT), Universitas Pendidikan Mandalika (UNDIKMA) participated in this study. They were divided into three classes: the experiment, control 1, and control 2. Their SPS was measured using an essay test instrument containing 18 items, while the CU was examined using 50 items multiple choice test and 5 items essay test. The obtained data were analyzed using the analysis of covariance (ANCOVA) test. The analysis results identified different average students’ SPS and CU before and after they attended the learning processes using GI-Moodle, guided inquiry with WhatsApp group (GI-WAG), and structured inquiry with WhatsApp group (SI-WAG). The experiment class attended learning using GI-Moodle presented a more significant increase of SPS and CU than the students attending the other two learning with GI-WAG and SI-WAG. Therefore, the GI with Moodle learning can be used to improve students’ SPS and CU during post COVID-19 pandemic. Besides, further studies are suggested to use a more number and broader participants and identify the influence of GI-Moodle on other variables.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Guided inquiry with Moodle to improve students’ science process skills and conceptual understanding

Mursali,

Hastuti,

Zubaidah

et al. 2024

IJERE

View full text Add to dashboard Cite

show abstract

“…Model pembelajaran berdiferensiasi menekankan pada pengajaran yang disesuaikan dengan kebutuhan, gaya belajar, dan kemampuan setiap siswa, memungkinkan pendidikan yang lebih inklusif dan responsif terhadap keberagaman di ruang kelas (Marlina, 2019;Sari & Mawardi, 2023). Sebaliknya, Direct Instruction adalah metode yang lebih terstruktur dan terpusat pada guru, di mana materi disampaikan secara langsung dan seragam kepada semua siswa, yang efektif untuk mengajarkan keterampilan dasar dan pengetahuan faktual (de Jong et al, 2023;Yaghmour & Obaidat, 2022).…”

Section: Pendahuluanunclassified

Pengaruh Model Pembelajaran Berdiferensiasi dan Direct Instruction Terhadap Hasil Belajar Ditinjau dari Minat Siswa

Ghazali

2024

bijee

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This study aims to determine the effect of differentiated learning and Direct Instruction models on student learning outcomes, viewed from the perspective of student learning interest. The research was conducted in one of the Elementary Schools in Bima Regency, West Nusa Tenggara Province, using experimental methods and a 2 x 2 by-level research design. The results of the study indicate that: (1) The learning outcomes of students who follow the differentiated learning model are higher compared to those who follow the Direct Instruction model, (2) There is an interaction between the differentiated learning and Direct Instruction models with student learning interest towards learning outcomes, (3) Students with high learning interest perform better in the differentiated learning model compared to the Direct Instruction model, and (4) Students with low learning interest perform better in the Direct Instruction model compared to the differentiated learning model

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“…Reports on POGIL and modified POGIL in laboratory settings show that blending teaching methods depending on the requirements can improve learning outcomes. − Walker et al suggest that a cautious balance of student-centered activities and traditional-style instruction may be the best approach to teaching. Hybridizing different pedagogies with the intent of optimizing the beneficial elements of each is proven to facilitate student understanding. , A recent critical review concludes that a combination of inquiry-based and direct instruction is possibly the most effective way of teaching. Instructors can use an inquiry-based lesson with a traditional class discussion to present new information or clarify the underlying principles of the laboratory explorations …”

mentioning

confidence: 99%

“…Hybridizing different pedagogies with the intent of optimizing the beneficial elements of each is proven to facilitate student understanding. 22 , 23 A recent critical review 24 concludes that a combination of inquiry-based and direct instruction is possibly the most effective way of teaching. Instructors can use an inquiry-based lesson with a traditional class discussion to present new information or clarify the underlying principles of the laboratory explorations.…”

mentioning

confidence: 99%

Experiences with an Inquiry-Based Ionic Liquid Module in an Undergraduate Physical Chemistry Laboratory

Riley,

Dutta

2024

J. Chem. Educ.

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The topic of ionic liquids is typically not taught at the undergraduate level. Many properties, such as conductivity, vapor pressure, and viscosity, of these so-called "green solvents" are unique compared to traditional molecular solvents. Using active learning techniques, we introduced an ionic liquid module in the physical chemistry laboratory where their structures and physical properties, namely, viscosity, conductivity, and vapor pressure, were explored in relation to molecular solvents. Summative and formative assessments show that a majority of the participants were able to grasp the key concepts of ionic liquids. We envision that our methods and strategies can be one of the building blocks of introducing ionic liquids into the undergraduate chemistry curriculum.

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Let's talk evidence – The case for combining inquiry-based and direct instruction

Cited by 42 publications

References 118 publications

Guided inquiry with Moodle to improve students’ science process skills and conceptual understanding

Guided inquiry with Moodle to improve students’ science process skills and conceptual understanding

Pengaruh Model Pembelajaran Berdiferensiasi dan Direct Instruction Terhadap Hasil Belajar Ditinjau dari Minat Siswa

Experiences with an Inquiry-Based Ionic Liquid Module in an Undergraduate Physical Chemistry Laboratory

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