Guided inquiry
148905301
Actively Teaching Research Methods with a Process Oriented Guided Inquiry Learning Approach
ABSTRACT Active learning approaches have shown to improve student learning outcomes and improve the experience of students in the classroom. This article compares a Process Oriented Guided Inquiry Learning style approach to a more traditional teaching method in an undergraduate research methods course. Moving from a more traditional learning environment to a student centered approach proved an enjoyable experience for the students and the instructor as well. The learning method forces students into an active role in the classroom and allows the instructor to be the facilitator of the learning experience. Students are able to explore course content and gain valuable group skills in the process.
Mary H Mullins
151893416
Primary pre service teachers' skills in planning a guided scientific inquiry
A study is presented of the skills that primary pre service teachers (PPTs) have in completing the planning of a scientific inquiry on the basis of a guiding script. The sample comprised 66 PPTs who constituted a group class of the subject Science Teaching, taught in the second year of an undergraduate degree in primary education at a Spanish university. The data was acquired from the responses of the PPTs (working in teams) to open ended questions posed to them in the script concerning the various tasks involved in a scientific inquiry (formulation of hypotheses, design of the experiment, data collection, interpretation of results, drawing conclusions) Data were analyzed within the framework of a descriptive interpretive qualitative research study with a combination of inter and intra rater methods, and the use of low inference descriptors. The results showed that the PPTs have major shortcomings in planning the complete development of a guided scientific inquiry. The discussion of the results includes a number of implications for rethinking the Science Teaching course so that PPTs can attain a basic level of training in inquiry based science education.
Antonio Garcia-Carmona Ana M Criado Marta Cruz-Guzman
147603874
The Effect of Guided Inquiry Laboratory Experiments on Science Education Students' Chemistry Laboratory Attitudes, Anxiety and Achievement
The study aims to search the effect of guided inquiry laboratory experiments on students' attitudes towards chemistry laboratory, chemistry laboratory anxiety and their academic achievement in the laboratory. The study has been carried out with 37 third year, undergraduate science education students, as a part of their Science Education Laboratory Applications I and II courses. In Science Education Laboratory Applications I course traditional laboratory method has been conducted, in Science Education Laboratory Applications II course guided inquiry laboratory experiments have been conducted. At the beginning of the academic year, Chemistry laboratory Attitude Scale and Chemistry Laboratory Anxiety Scale were administered as pre test and they were administered as post test following to the guided inquiry experiments. The findings have revealed that as a result of the applications, there has been a significant increase in students' attitudes towards chemistry laboratory, and their academic achievement and a decrease in their chemistry laboratory anxiety.
Evrim Ural
148054948
THE DEVELOPMENT OF GUIDED INQUIRY SCIENCE LEARNING MATERIALS TO IMPROVE SCIENCE LITERACY SKILL OF PROSPECTIVE MI TEACHERS
This study aimed to produce valid, practical and effective guided inquiry model science learning materials to enhance science literacy skill of prospective MI teachers. The tryout of the materials was implementedto students of MI teacher educationof Unipdu Jombang at academic year of 2015/2016 semesters 3 using One Group Pretest Posttest Design. The data collections were done using observation, testing, and questionnaires. Data were analysed using descriptive analysis of quantitative, qualitative and non parametric statistical tests. The findings of the research were: 1) the learning materials were valid; 2) Practicality of the materials was tested through the implementation of lesson plans, while the learners' activity wereappropriate to the guided inquirymodel; and 3) The effectiveness of the learning materials in terms of improvement of learning outcomes of students was seen from the n gain with high category and increasing mastery of science literacy skills of learners also scored n gain with high category and the response of students to the device and the implementation of learning is very positive. It was concluded that the materials were valid, practical, and effective to enhance science literacy skills of prospective MI teachers.
Miftakhul Ilmi Suwignya Putra Wahono Widodo Budi Jatmiko
151838355
Investigating the effects of structured and guided inquiry on students' development of conceptual knowledge and inquiry abilities: a case study in Taiwan
ABSTRACT In order to promote scientific inquiry in secondary schooling in Taiwan, the study developed a computer based inquiry curriculum (including structured and guided inquiry units) and investigated how the curriculum influenced students' science learning. The curriculum was implemented in 5 junior secondary schools in the context of a weeklong summer science course with 117 students. We first used a multi level assessment approach to evaluate the students' learning outcomes with the curriculum. Then, a path analysis approach was adopted for investigating at different assessment levels how the curriculum as a whole and how different types of inquiry units affected the students' development of conceptual understandings and inquiry abilities. The results showed that the curriculum was effective in enhancing the students' conceptual knowledge and inquiry abilities in the contexts of the six scientific topics. After the curriculum, they were able to construct interconnected scientific knowledge. The path diagrams suggested that, due to different instructional designs, the structured and guided inquiry units appeared to support the students' learning of the topics in different ways. More importantly, they demonstrated graphically how the learning of content knowledge and inquiry ability mutually influenced one another and were reciprocally developed in a computer based inquiry learning environment.
Su-Chi Fang Ying-Shao Hsu Hsin-Yi Chang Wen Hua Chang Hsin-Kai Wu Chih-Ming Chen
100917469
Build Your Own Photometer: A Guided Inquiry Experiment to Introduce Analytical Instrumentation.
A guided inquiry project designed to teach students the basics of spectrophotometric instrumentation at the second year level is presented. Students design, build, program, and test their own single wavelength, submersible photometer using low cost light emitting diodes (LEDs) and inexpensive household items. A series of structured prelaboratory assignments guide students through the processes of researching background information, designing a photometer device, and developing their own procedure to test the performance of the device. Students also learn basic skills of data acquisition by programming an easy to use LabVIEW interface for their device. Using a colorimetric indicator dye, students use their photometers and LabVIEW interfaces to determine the endpoint of an acid base titration and compare the linear response of their device against that of a commercially available spectrophotometer. Students who completed the experiment indicated that the experience improved their understanding of spectrosco.
Jessie J Wang Jose R Rodriguez Nunez E Jane Maxwell W Russ Algar
143796817
ASSESSING STUDENTS' EXPERIMENTATION PROCESSES IN GUIDED INQUIRY
ABSTRACTIn recent science education, experimentation features ever more strongly as a method of inquiry in science classes rather than as a means to illustrate phenomena. Ideas and materials to teach inquiry abound. Yet, tools for assessing students' achievement in their processes of experimentation are lacking. The present study assumes a basal, non exclusive process model of inquiry in experimentation that can be considered a consensus from multiple approaches: (1) finding an idea/hypothesis, (2) planning and conducting an experiment, and (3) drawing conclusions from evidence. The study confronted 339 secondary level students with three guided inquiry experimentation tasks on 3 days. Selected working groups were videotaped while experimenting. All the students reported their processes in a structured report form simultaneous to their progress. The generated videos and reports were analysed in a two stepped way: (1) Experimentation was coded according to the process model into process plots; on basis of these, (2) process focused performance scores were calculated considering logical coherence and immediacy of the inquiry processes. Correlative analyses show for two of the tasks that the report format yielded comparable performance scores to those generated from video data after students have had opportunity to learn the surveying formats (rS .80) A first suggestion of a process oriented assessment tool for inquiry in experimentation can be drawn from this study. It might be used to inform and complement secondary science instruction.
Markus Emden Elke Sumfleth
73561416
The Effectiveness of a Guided Inquiry Based, Teachers' Professional Development Programme on Saudi Students' Understanding of Density.
Despite a general consensus on the educational effectiveness of inquiry based instruction, the enacted type of inquiry in science classrooms remains debatable in many countries including Saudi Arabia. This study compared guided inquiry based teachers' professional development to teacher directed approach in supporting Saudi students to understand the topic of density. One hundred and seven, sixth grade, Saudi students in six classes were randomly assigned, by school, to one of two conditions (guided or teacher directed condition) while they studied the same unit on density in their science curriculum. The three teachers in the guided condition attended an intervention on using guided inquiry activities to teaching a unit on density. The three teachers in the teacher directed condition used their regular approach to teaching the same unit. Pre and post tests of the students' understanding and explanation of density was adopted for the study. A one way analysis of variance (ANOVA) and repeated analyses were performed to assess the students' understanding and explanation of density. In comparison to the teacher directed condition, the students in the guided inquiry condition demonstrated significant improvements in both conceptual understanding and their levels of explaining the concept of density.
Saeed Almuntasheri Robyn Gillies Tony Wright
99525282
Analysis of Instructor Facilitation Strategies and Their Influences on Student Argumentation: A Case Study of a Process Oriented Guided Inquiry Learning Physical Chemistry Classroom
Encouraging students to participate in collaborative discourse allows students to constructively engage one another, share ideas, develop joint understanding of the course content, and practice making scientific arguments. Argumentation is an important skill for students to learn, but students need to be given the opportunity in class to engage in argumentation. To investigate the importance of instructor facilitation on argumentation, two iterations of one instructor's Process Oriented Guided Inquiry Learning (POGIL) physical chemistry course were studied using the Toulmin analysis and the inquiry oriented discursive moves frameworks. Data were collected by recording class conversations and interactions taking place in the POGIL classrooms. Initial analysis of an individual instructor's implementation of the POGIL materials provided data regarding the nature of small group and whole class interactions and the nature and quality of student generated arguments. The instructor was then able to make modifica.
Courtney Stanford Alena Moon Marcy H Towns Renee S Cole
201915087
Guided Inquiry Based Learning on the Concept of Ecosystem Toward Learning Outcomes and Critical Thinking Skills of High School Students
Survey result by Trends in International Mathematics and Science Study (TIMSS) 2007 reported that Indonesian students achievement in mathematics was ranked 36 th of 49 countries, while in science lessons was ranked 35 th of 49 countries. Survey result by PISA on 2009 in mathematics and science reported that Indonesia achievement left behind from Singapore, Thailand, and Korea. The important things that need to be done are how to design learning and do assessment that able to stimulate the increasing of science literacy. Quasi experimental research aims to examine the effects of guided inquiry based learning on the concept of ecosystem towards learning outcomes and critical thinking skill of high school students. This study population is students from grade X SMA Negeri 1 Sungai Tabuk. Samples were determined purposively as many as four out of seven classes. The learning result of cognitive products and cognitive process are collected using tests and analyzed with anacova. Critical thinking skills collected from students' worksheets and analyzed descriptively using categories: good (76 100% fairly good (51 75% less (26 50% and bad <25% The results show 1) guided inquiry based learning has effect towards learning outcome of cognitive products (F= 10,06; P= 0,0001) 2) guided inquiry based learning has effect towards learning outcome of cognitive process (F= 20,63; P= 0,0001) 3) students' critical thinking skills include formulate problems, formulate hypothesis, collect data, analyzed data, and make conclusion on average categorized as good enough.
Muhammad Harriz Zaini