Using Inquiry to Learn about Soil: A Fourth Grade Experience

Magee, Paula A.; Wingate, Elisha

doi:10.1080/00368121.2014.899554

Cited by 4 publications

(9 citation statements)

References 3 publications

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“…Inquiry-based learning also enhances the processes of inquiry, deduction, participation in learning planning, building positive attitudes, and processes of persistence in thinking and learning (Evans & Lange, 2019). Also, inquiry-based learning is related to Student-centered learning (Paula & Wingate, 2014).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The Effectiveness of the Inquiry and Brain Storming Strategies in Developing Achievement and Creative Thinking Skills in Arabic Language of University Students

Asiri¹

2020

IJEL

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The study aimed to investigate the effectiveness of using inquiry and brainstorming strategies in teaching Arabic language for developing achievement and creative thinking skills of the university students. To achieve the previous objective, a teaching manual was prepared using inquiry and brainstorming strategies. Achievement test was prepared including 20 items multiple chooses questions related to knowledge, application and reasoning levels. In addition, creative thinking skills test was prepared including 10 items related to Fluency, flexibility and originality skills. The validity and reliability of the instruments were measured. The sample was selected randomly; it consists of two groups, experimental group 43 and a control group 39. The study was based on semi-experimental design pre—post-test, where the experimental group was taught using inquiry and brainstorming strategies, but the control group was taught using the usual strategies. The results of the study showed that there were statistically significant differences between the average scores of the experimental and control groups in the post achievement and creative thinking skills in general and their skills separately for the students of the experimental group. Also, the results showed a positive correlation between the scores of the experimental group in post creative thinking skills, and post achievement test in general. The effectiveness of inquiry and brainstorming strategies in the development of achievement levels and creative thinking skills was significant effect. The study recommended using the Inquiry and brainstorming strategies in the teaching Arabic language of university students.

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Section: Theoretical Frameworkmentioning

confidence: 99%

The Effectiveness of the Inquiry and Brain Storming Strategies in Developing Achievement and Creative Thinking Skills in Arabic Language of University Students

Asiri¹

2020

IJEL

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“…The results of their research showed that while the teacher-centered lesson did result in an increase in student content knowledge, the experiential (hands-on), student-centered approach was more engaging for the students and resulted in higher rates of knowledge retention. Magee and Wingate (2014) documented the impacts of a student-centered approach with soil science. In this study, teachers participated in a six-week inquiry unit focused on soil science before implementing the practices with students.…”

Section: How Students Learnmentioning

confidence: 99%

“…In this study, teachers participated in a six-week inquiry unit focused on soil science before implementing the practices with students. Results showed that the student-centered approach allowed for student voice and choice in their learning, allowing teachers to design instruction that meets the students' needs and interest (Magee & Wingate, 2014).…”

Section: How Students Learnmentioning

confidence: 99%

“…Although soil can be seen as a silent supporter in food production, understanding soil means also understanding the nutrients cycle, water filtration, its role in geologic time, and the Earth's biodiversity (Bryce, 2015). Teachers may not feel prepared or have limited knowledge of soil science, so it is beneficial to have resources like professional development for teachers, hands-on lab work, and experiments for classroom learning, and inquiry-based projects to engage students (Bryce 2015, Randler & Hudle 2007, Magee & Wingate 2014. While teaching soil science using teacher-centered or student-centered (inquiry-based) methodology [in a classroom setting] can both have similar immediate results, long-term retention evaluations show that students who participate in a student-centered soil science lesson are significantly higher than those in the teacher-centered approach (Randler & Hulde, 2007).…”

Section: The Intent Of the Researchmentioning

confidence: 99%

“…When providing student choice as a part of inquiry in natural contexts students are able to use their voices in the selection of their own learning, which empowers them as learners (Magee & Wingate, 2014).…”

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confidence: 99%

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Comparing Teaching Methods in an Environmental Education Field Trip Program

Pearce

Lee

2021

JoITL

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This study investigates the impact of instructional methods based on a one-day informal science field experience comparing a teacher-centered methodology versus a student-centered (inquiry-based) methodology. The 5E learning cycle was selected as the framework for implementing the inquiry-based learning for the treatment groups as it provides the structure of the constructivist learning cycle (Duran & Duran, 2004). The research design followed a quasi-experimental design with a total of three control and three treatment groups representing two individual schools. Each school included at least one treatment and one control group. The study included 117 third grade students. Both groups were given a pre and post assessment measuring the impact of the instructional method of inquiry presented in the 5E format. An independent-measures t-test was used to analyze the results of the means for the post-test assessments (treatment and control) and the means of the retention assessments. Pre-tests indicated variations of prior knowledge between the control and treatment groups. Post-tests indicated similar results of knowledge gains. However, the retention tests for the treatment groups revealed students increased their knowledge from the time of their post-test. The control groups’ retention results were similar to their post-test results indicating knowledge was maintained.

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