Students’ perception using inquiry based learning in science experiment (original) (raw)
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University Students' Perception regarding Inquiry-Based Learning of Science at Secondary Level
Research Journal of Social Sciences & Economics Review, 2021
Inquiry-based learning adds immediate support to science education with a growing number of teachers interested in teaching that includes programs or inquiry (Eltanahy et al., 2019). It is a method that engages students in activities that copy scientific research methods and related content or give a presentation in the context of an inquiry (Constantinou, Tsivitanidou & Rybska, 2018). The main focus of the study was to find the views of university students regarding learning science through inquiry-based learning. A survey method was used and a questionnaire regarding the perception of inquiry-based learning in science was filled by students of the university. The sample of this study was 110 students who were doing graduation in a different program of science subject. The results of this research showed that the majority of the students gave a satisfactory and positive response, as they mostly agreed with every item of the questionnaire, and in their opinion inquirybased learning should be used for science subjects at the secondary level. Students also claimed that it is a more effective method, they acquire motivation and are encouraged during inquiry-based learning. The study recommended that teachers should use specific methods in their classes to give better education. To systematize these applications, teachers can be assigned the researcher role in action research to be directed in the field of education to allow them to conduct inquiry and engage the students in learning on their own.
Asian Journal of Education and Social Studies, 2021
The purpose of this study was to examine the effects of Inquiry based learning approach on learning achievement and learning satisfaction among grade 4 students in science. The study used a quasi-experimental design. A clustered random sampling was used to select 2 sections out of 3 sections of grade four students. The research instruments implemented were achievement test, questionnaire and observation form were used to collect the data. The experiment was carried out for 5 consecutive weeks. The statistics used for data analysis were mean, standard deviation, paired and independent t-test. The analysis of the result on learning achievement showed that there was a significant difference between the means of pretest and posttest and paired t-test also gave the significant value of p=0.00 (<0.05). Similarly, the overall mean of the student learning satisfaction was 4.61 which indicated that students were extremely satisfied with inquiry based learning approach. The results of the ...
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.
Inquiry Based Science Learning in Primary Education
Inquiry based science education (IBSE) proved to be stimulating for students' motivation, pupils' application of research skills, construction of meaning and acquiring scientific knowledge. Since inquiry is the preferred instructional method for elementary science classes, primary and preschool teachers were invited to adapt and implement in classroom, science modules based on inquiry approach which were designed and developed by Romanian science teachers in the frame of the PROFILES FP7 project. The paper presents the feedback collected from students in order to evaluate, mainly, the success of those modules on increasing students' interest and motivation in science classes.
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.
Public Secondary School Teachers' Utility of Inquiry -Based Approach in Teaching Science
Twenty first century teaching requires learning activities that is more engaging and interesting where students are encourage to formulate questions and relate these questions to everyday life. Inquiry-based teaching has the capability of addressing this thrust since it allows students to engage in investigations to satisfy curiosities-curiosities that are being fulfilled when individuals have constructed mental frameworks that adequately explain their experiences. In this study, the researcher investigated the extent of utility of inquiry-based teaching among science teachers in public secondary schools. The content of the instrument anchored on the PRIMAS project was carefully selected in order to fit in the actual teaching context. The data from the 18 public secondary schools in Biliran, Philippines was analyzed. Results showed that inquiry-based science teaching are "oftentimes" employed by the teachers. This suggests that teachers still need all the opportunities to learn how to use inquiry-based in teaching science. Technical assistance, relevant trainings and workshops in inquiry-based teaching are greatly encouraged.
International Journal of Trend in Scientific Research and Development, 2021
It has been observed that implementing Inquiry-based learning in the classroom shows a positive effect on the learning outcomes of the high school students. This mixed-method of research was conducted to assess the use of inquiry-based teaching and learning in Science: Its extent of implementation, challenges encountered by the teachers and learning outcomes of the students among the secondary schools in the Division of Aklan. For quantitative data collection, the survey-correlational was used. On the other hand, a Focus Group Discussion (FGD) was utilized to gather qualitative data. A total of 502 respondents: 102 were the secondary science teachers and 400 were the secondary students. The frequency, percentage, mean, and Standard deviation were used for descriptive statistics. ANOVA, Pearson r and Linear Regression were used for inferential statistics. All inferential tests were set at 0.05 level of significance. The secondary science teachers in the Division of Aklan are "highly implementing" the Inquiry Based Teaching in their science classroom discussion. Most of the science teachers are good in posting Higher Order Thinking Skills questions. To the teachers, as they used IBTL in their science classroom, there were "moderately evident challenges" that they encountered using IBTL in science classroom. Likewise to the students, they also encountered "least evident challenges" when their science teachers use IBTL. Because of these challenges they encountered, learning of the students are affected. The study revealed that there is a positive results on the learning outcomes of the use of IBTL in the science classroom.
Inquiry enable students to describe objects, make observations, ask questions, formulate predictions, collect and analyze data, develop scientific principles, synthesize laws, construct explanation against current scientific knowledge and communicate their ideas to others in learning science. Effectiveness of inquiry-based learning method and teacher perceptions of inquiry-based instruction give important messages to whoever wishes to shift their learning or teaching strategy from traditional ‘cookbook’ to inquiry-based learning or instructional.
Journal of Education, 2019
Inquiry-based learning (IBL) represents the student-centered approach that focuses on encouraging learners to scientifically construct new knowledge. The study aimed to explain science teachers’ and students’ perceptions about applying IBL in a private school in Dubai. Furthermore, to explore the degree to which the science textbook of Grade 8 promotes inquiry instruction. A mixed-method approach was applied where two questionnaires were conducted and an evaluation rubric was used to analyze the textbook to explore the extent to which it supports IBL. The findings revealed that teachers showed progress in applying inquiry instruction and students became more engaged in learning.