Meta-Analysis of Inquiry-Based Learning

Lazonder, Adrianus W.; Harmsen, Ruth

doi:10.3102/0034654315627366

Cited by 652 publications

(536 citation statements)

References 127 publications

(87 reference statements)

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“…In inquiry learning, learners actively construct knowledge by engaging in multiple phases of inquiry and familiarizing themselves with the topic of interest, formulating research questions or hypotheses, planning and conducting experiments, drawing conclusions, reflecting upon these inquiry processes and results, and communicating their findings to others (de Jong 2006;Pedaste et al 2015;White and Frederiksen 1998). The effectiveness of inquiry learning has been demonstrated in many studies, provided that learners are guided in their inquiry processes (e.g., Alfieri et al 2011;Furtak et al 2012;Lazonder and Harmsen 2016;Minner et al 2010).…”

Section: Introductionmentioning

confidence: 99%

Supporting learners’ experiment design

Riesen

Gijlers

Anjewierden

et al. 2018

Education Tech Research Dev

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Inquiry learning is an educational approach in which learners actively construct knowledge and in which performing investigations and conducting experiments is central. To support learners in designing informative experiments we created a scaffold, the Experiment Design Tool (EDT), that provided learners with a step-by-step structure to select variables and to assign values to these variables, together with offering built-in heuristics for experiment design. To further structure the students' approach, the EDT was offered within a set of detailed research questions which again were grouped under a set of broader research questions. Learning results for learners who worked with the EDT were compared to results for learners in two control conditions. In the first control condition, learners received only the detailed research questions and not the EDT; in the second control condition, learners received only the limited set of general research questions. In all conditions, learners conducted their experiments in an online learning environment about the physics topic of Archimedes' principle. Conceptual knowledge was measured before and after the intervention using parallel forms of a knowledge test. Overall results showed significant learning gains in all three conditions, but no significant differences between conditions. However, learners who started with low prior knowledge showed a significantly higher learning gain in the EDT condition than in the two control conditions. This result indicates that the effect of providing learners with scaffolds does not follow a ''one-

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Section: Introductionmentioning

confidence: 99%

Supporting learners’ experiment design

Riesen

Gijlers

Anjewierden

et al. 2018

Education Tech Research Dev

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“…These benefits are largely independent of the specificity of the guidance: even though performance success tends to increase more when more specific guidance is available, learning activities and learning outcomes improve as much with specific and nonspecific types of guidance. The effectiveness of guidance applies equally to children, teenagers, and adolescents [27]. The students' inquiry skills were significantly improved after they participated in the series of the inquiry learning activities.…”

Section: ) Affectivementioning

confidence: 78%

Analysis of Students' Process Skills and Chemistry Learning Outcomes

Sholahuddin¹,

Shadriyah²

2017

Proceedings of the 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017)

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Abstract-Generally, teachers have implemented certain learning model without considering how the students are accustomed to the learning model. They often face difficulties to reach learning objective, including process skills optimally. This research aimed to describe the students' process skills and learning outcomes after they are involved in chemistry learning by using gradual inquiry learning through the steps of direct instruction, guided inquiry and free inquiry. This research implemented pretest-posttest pre-experimental design in grade 11 of SMA Negeri 1 Martapura. The research data were collected by using test, questionnaire, and observation. The finding showed that students perform the development in their process skills as well as learning outcome significantly. Guided inquiry is the most recommended model as its greatest performance in achieving learning outcome. In addition, students have given a good response to the implementation of gradual inquiry model. According to this finding, to implement inquiry learning model which requires thinking ability and self-learning, we have to consider the students' learning habitude and their characteristics to ensure how the learning will be started by direct instruction, guided inquiry or even free inquiry.

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“…myös, Alfieri, Brooks, Aldrich & Tenenbaum, 2010;Mayer, 2004). On toki esitetty menetelmiä, joissa tehtäviä vaiheistamalla ja strukturoimalla tuetaan oppijoiden oppimisprosessia, mutta tieteenalakohtaisen tiedon oppiminen ja ongelmakeskeisten lähestymistapojen yhdistäminen on edelleen jossain määrin avoin kysymys (Alfieri, Brooks, Aldrich, & Tenenbaum, 2010;Hmelo-Silver, Duncan, & Chinn, 2007;Lazonder & Harmsen, 2016).…”

Section: Pohdintaaunclassified

Tiedeopetuksen muuttuvat tavoitteet

Kokkonen

Laherto

2018

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Luonnontieteiden kouluopetuksen tavoitteita on jo pitkään laajennettu tieteellisen sisältötiedon ulkopuolelle. Perinteisen sisältötietopainotuksen sijaan on alettu korostaa luonnontieteellistä lukutaitoa (engl. scientific literacy), jonka tavoitteena on antaa oppilaille valmiuksia osallistua tieteeseen ja teknologiaan liittyvään keskusteluun ja päätöksentekoon henkilökohtaisissa, yhteiskunnallisissa ja globaaleissa kysymyksissä. Suomen tuoreen opetussuunnitelmauudistuksen painotukset ja ilmiöpohjaisuus ovat osa tätä maailmanlaajuista kehitystä. Tässä artikkelissa esitämme, että luonnontieteellisen lukutaidon opettamiseen ja ilmiöoppimiseen liittyy ratkaisemattomia jännitteitä. Vaikka nykyisissä tavoitteissa korostuu opetuksen relevanssi oppijan ja yhteiskunnan kannalta, sisältötieto määritellään edelleen pitkälti oppiainelähtöisen autenttisuuden näkökulmasta. Me argumentoimme, että opetusmenetelmien ja kontekstien lisäksi myös sisältötieto on uudelleenmääriteltävä muuttuneiden tavoitteiden mukaiseksi. The goals of science education expand beyond traditional scientific content knowledge. Scientific literacy has become an important goal, offering students knowledge and skills to engage in public discussion and decision making in personal, societal and global issues related to science and technology. The recent changes in Finnish Core Curricula towards phenomenon-based learning represent these global trends in science education. In this paper, we argue that there are unresolved tensions in the the pursuit for scientific literacy and phenomenon-based learning. While the current aims of science education emphasize relevance for the student and the society, content knowledge is still defined on the basis of disciplinary authenticity. We argue that in addition to the teaching methods and contexts also content knowledge needs to be redefined to reflect the changing goals of science education.

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Meta-Analysis of Inquiry-Based Learning

Cited by 652 publications

References 127 publications

Supporting learners’ experiment design

Supporting learners’ experiment design

Analysis of Students' Process Skills and Chemistry Learning Outcomes

Tiedeopetuksen muuttuvat tavoitteet

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