Inquiry-based learning and the pre-requisite for its use in science at school: A meta-analysis (original) (raw)
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Journal of Physics: Conference Series, 2019
This meta-analysis is the result of preliminary research which aims to describe the effectiveness of inquiri-based science learning in effort to improve students' inquiry skills. The study of meta-analysis with observation method and analyzed of fifteen journals, literature review using Google search engine in Journal of Baltic data base, ERIC journals (Education Resources Information Center and Google Scholar). Calculation of analysis used average Effect Size (ES) , analyzed the articles as research samples, then categorized based on Cohen's criteria The results of the data analysis obtained average Effect Size of 0.45, with the category "medium". Variations between levels of education and the country of researchers in the journals, the highest effect was on the state of America with a score was 0.88, with the category "high" in elementary school level. Based on the analysis of all samples of this study concluded that inquiry-based learning can be used in the development of science learning and improving of students inquiry skills on each level of education.
Journal of TURKISH SCIENCE EDUCATION, 2016
The effectiveness of inquiry-based learning method was discussed for a long time. However, inquiry-based learning method was not discussed and compared with traditional learning before in terms of students' academic achievement, science process skills and attitudes towards science in a meta-analysis study. This study aimed to cover the effects of the inquiry-based science education on students' academic achievement, science process skills and attitudes towards science comparing with traditional learning. The study reviews the findings of the studies on the effectiveness of the inquiry-based science education comparing with traditional learning. In other words, meta-analysis method was used to combine statistically the numerical data of the studies and to reach a general conclusion using the results of these studies. The study reviewed a total of nineteen studies (37 comparisons in terms of achievement, science process skills and attitudes towards science) about the effects of the inquiry-based science education on the students' academic achievement, science process skills and attitudes towards science comparing with traditional learning carried out in Turkey between 2005 and 2015. Meta-analysis results showed that the inquiry-based science education had a positive and higher levels of effects of students' academic achievement (Cohen's d=1.029). It was also found that this specific teaching and learning method had a positive and medium level of effect on their science process skills (Cohen's d=0.742) and attitudes towards science (Cohen's d=0.558). It was found that the inquiry-based learning method used in science education had much more significant effects on student achievement rather than on their science process skills and their attitudes towards science in contrast to the traditional teaching method.
Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching: A Meta-Analysis
Review of Educational Research, 2012
Although previous meta-analyses have indicated a connection between inquiry-based teaching and improved student learning, the type of instruction characterized as inquiry based has varied greatly, and few have focused on the extent to which activities are led by the teacher or student. This metaanalysis introduces a framework for inquiry-based teaching that distinguishes between cognitive features of the activity and degree of guidance given to students. This framework is used to code 37 experimental and quasiexperimental studies published between 1996 and 2006, a decade during which inquiry was the main focus of science education reform. The overall mean effect size is .50. Studies that contrasted epistemic activities or the combination of procedural, epistemic, and social activities had the highest mean effect sizes. Furthermore, studies involving teacher-led activities had mean effect sizes about .40 larger than those with student-led conditions. The importance of establishing the validity of the treatment construct in metaanalyses is also discussed.
The National Research Council (1996) emphasized an inquiry-based approach to science teaching in its National Science Education Standards. In the years following publication of the Standards, the policy moves made by the US government encouraged 'gold standard' experimental studies of student learning which allow causal inferences regarding the impact of inquiry-based teaching and other educational reforms on student learning to be made. This paper presents a model of inquiry-based teaching consisting of procedural, epistemic, conceptual, and procedural facets as an analytic framework for examining and synthesizing the effects reported by experimental studies featuring inquiry-based teaching on student learning. The stringent selection criteria for the study generated a sample of 6 papers containing 9 distinct studies, indicating that very few studies have met this 'gold standard' of experimental design over the 10 years following the Standards. The overall mean effect size estimate of the treatment based on cognitive student outcomes for these 9 studies is 0.92. However, subsets of these studies featuring conceptual and epistemic facets of inquiry, as well as those studies with longer treatment duration, show larger mean effect sizes (ES=1.13).
2019
Inquiry-based teaching encourages students to learn by themselves. Teachers help students generate their own content-related questions and guide the investigation that follows. This method of teaching enhances student engagement, academic achievement and higher order learning outcomes. In this study, the researcher assessed the performance of the fourth year students in Science in which inquiry-based teaching was applied. The National Achievement Test result, as an outcome, was obtained from the Department of Education. The data of the 18 public high schools in Biliran Division, Philippines was analyzed. Results showed that majority of the students were on the “Average Mastery” in Science. This suggests that the academic level of achievement of the students in Science still needs to be improved. Inquiry-based teaching is a newly introduced method and teachers may require more trainings in this type of teaching. Other innovative approaches in teaching–learning Science for secondary s...
The Effects of Inquiry-Based Learning and Student Achievement in the Science Classroom
2020
Research has demonstrated inquiry-based learning (IBL) engages students in the processes of scientific discovery and can make science relevant toward their real-world concerns. However, in most science classrooms, teachers still use traditional learning, or direct methods of instruction for scientific terminology and other types of discrete knowledge students need to master for standardized testing. Existing research and studies have identified the various impacts of inquiry-based learning in the science classroom and its relationship between student achievement, student motivation and long-term knowledge retention. Research has shown implementation of inquiry-based learning has a positive and direct relationship to student achievement. Planning and developing inquiry-based learning lessons can be time consuming and resources can be limited. However, students can make direct connections and experience deeper learning through hands-on and experiential learning which has an overall po...
The Effect of Inquiry-based Learning Method on Students' Academic Achievement in Science Course
The purpose of this study was to investigate the effects of inquiry-based learning method on students' academic achievement in sciences lesson. A total of 40 fifth grade students from two different classes were involved in the study. They were selected through purposive sampling method. The group which was assigned as experimental group was instructed through inquiry-based learning method whereas the other group was traditionally instructed. This experimental study lasted eight weeks. To determine the effectiveness of inquiry-based learning method over traditional instruction, an achievement test about sciences which consisted of 30 items was administered as pre-test and post-test to students both in the experimental and control groups. For the statistical analysis, Analysis of Covariance (ANCOVA) was used. The results showed that students who were instructed through inquiry-based learning were achieved higher score than the ones which were instructed through the traditional method.
This paper addresses the discussion about the convenience of adopting student centered models for the study of natural science where the students play an important role in the learning process through inquiry. Recent results of science performance in PISA 2015 show a negative relationship between student performance and inquiry-based science instruction while, on the other hand, school systems that focus on teacher-directed science instruction have better outcomes . At first hand it would seem incorrect to shift science instruction to more cooperative and inquiry-based environments, but more indepth analysis shows there are two factors that have a positive impact in student performance in exams: one is the blending of student centered and direct instruction during the process of teaching and learning and the other is the school environment and classroom discipline . Since inquiry-based learning is a relatively new approach in the school environment, there are several years ahead to have conclusive evidence about the best practices in science instruction.
IOER International Multidisciplinary Research Journal, 2020
Inquiry-based approaches is one of the five pedagogical approaches prescribed by the K to 12 Basic Education Curriculum. It aimed to ascertain the effectiveness of inquiry-based approaches utilized in teaching Science and its effect on the performance of Grade 10 learners in Governor Feliciano Leviste Memorial National High School at Lemery District, Division of Batangas and was assessed by the teacher and learner-respondents in Academic Year 2018-2019. The study employed descriptive method of research and utilized questionnaire as the main data gathering tool. This study employed 312 Grade 10 learners and 28 science teachers as respondents. Weighted mean, t-test and Pearson's coefficient of correlation were used in the statistical treatment of data. Findings revealed that there were significant differences in the assessments of the teachers and the learners on the utilization of inquiry-based approaches in teaching Science. Moreover, significant relationships of inquiry-based approaches on the performance of learners was observed in understanding and applying scientific knowledge and performing scientific processes and skills while insignificant relationship was reflected on demonstrating scientific attitude and values. Therefore, an action plan was proposed to strengthen and enhance the utilization of inquiry-based approaches in teaching Science which aimed to improve the learners' performance on the existing three domains of learning Science.
Journal of Research in …, 2010
The goal of the Inquiry Synthesis Project was to synthesize findings from research conducted between 1984 and 2002 to address the research question, What is the impact of inquiry science instruction on K-12 student outcomes? The timeframe of 1984 to 2002 was selected to continue a line of synthesis work last completed in 1983 by Bredderman Review of Educational Research 53: 499-518] and Shymansky, Kyle, and Alport Journal of Research in Science Teaching 20: 387-404], and to accommodate a practicable cutoff date given the research project timeline, which ran from 2001 to 2006. The research question for the project was addressed by developing a conceptual framework that clarifies and specifies what is meant by ''inquiry-based science instruction,'' and by using a mixed-methodology approach to analyze both numerical and text data describing the impact of instruction on K-12 student science conceptual learning. Various findings across 138 analyzed studies indicate a clear, positive trend favoring inquiry-based instructional practices, particularly instruction that emphasizes student active thinking and drawing conclusions from data. Teaching strategies that actively engage students in the learning process through scientific investigations are more likely to increase conceptual understanding than are strategies that rely on more passive techniques, which are often necessary in the current standardized-assessment laden educational environment. ß