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Journal articles on the topic 'Inquiry-based methods'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Nematov, Yunusova, Pardayev, and Siddikov. "MODERN METHODS AND METHODS OF TEACHING HISTORY." Social science and innovation I, no. I (2023): 1–19. https://doi.org/10.5281/zenodo.8193280.

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This article explores the evolution of modern methods of teaching history in the classroom. With a focus on using innovative approaches to engage students and enhance their understanding of historical events, this article examines the use of technology, inquiry-based learning, and project-based learning in the teaching of history. The use of technology has revolutionized the way history is taught, with teachers using a wide range of digital tools to make the subject more interesting and interactive. Multimedia resources such as videos, podcasts, and interactive maps have made it easier to pres

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Khalid, Mehmood. "Effectiveness of Inquiry-Based Method for Teaching Mathematics at the Secondary Level." Global Social Sciences Review 4, no. 3 (2019): 181–87. https://doi.org/10.31703/gssr.2019(IV-III).23.

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Mathematics is considered as an important subject which is taught up to the secondary level as a compulsory subject. Students’ achievements are influenced by the attitude they have for Mathematics subject and the attitude towards Mathematics is affected by teachers and the teaching methods adopted by the teachers. The aim of the study was to find out the effectiveness of the inquiry-based method for Mathematics instruction at the secondary level. The research sample was 30 students studying at secondary level in district Attock. Pretest posttest control group design was used for this res

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Briggs, Michael, George Long, and Katrina Owens. "Qualitative Assessment of Inquiry-Based Teaching Methods." Journal of Chemical Education 88, no. 8 (2011): 1034–40. http://dx.doi.org/10.1021/ed100496t.

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Arifiyani, Happy, Joko Widodo, and Kusumantoro Kusumantoro. "Development of Inquiry-Based Learning Methods With Differentiated." Journal of Economic Education 13, no. 2 (2025): 179–87. https://doi.org/10.15294/jeec.v13i2.28415.

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This study aims to create and develop a product in the form of a differentiation-based inquiry learning method on the subject of economic problems in the accounting expertise program at SMK. The purpose of differentiation learning is to provide a learning experience that is in accordance with the level of readiness, interests, and individual learning styles of students. This study adopts the Research and Development (RnD) approach that adopts the 4D (Four-D) development procedure. The data used is factual data that has been implemented so far. This study did not use a trial but FGD ( Focus Gro

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Saduakas, A. Y., and S. J. Ibadullayeva. "METHODS FOR DEVELOPING CRITICAL THINKING IN BIOLOGY LESSONS IN THE CONTEXT OF INQUIRY-BASED LEARNING." BIOLOGICAL SCIENCES JOURNAL 6, no. 2 (2024): 5–13. https://doi.org/10.52081/bsj.2024.v06.i2.029.

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This article examines various methods for developing critical thinking skills in biology lessons within the framework of inquiry-based learning (IBL). It underscores the significance of fostering students' analytical and research abilities by involving them in independent problem-solving, hands-on experimental activities, and the critical analysis of scientific data. The article provides a comprehensive discussion of several pedagogical strategies, including problem-based learning, the “Six Thinking Hats” method, inquiry-based projects, scientific article analysis, debates, and the formulation

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Ozodbek, Nematov. "MODERN METHODS OF TEACHING HISTORY." Social science and innovation 1, no. 2 (2023): 67–77. https://doi.org/10.5281/zenodo.8430066.

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This article explores the evolution of modern methods of teaching history in the classroom. With a focus on using innovative approaches to engage students and enhance their understanding of historical events, this article examines the use of technology, inquiry-based learning, and project-based learning in the teaching of history. The use of technology has revolutionized the way history is taught, with teachers using a wide range of digital tools to make the subject more interesting and interactive. Multimedia resources such as videos, podcasts, and interactive maps have made it easier to pres

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Bónus, Lilla, and Erzsébet Antal. "Innovative Inquiry-based Methods in Learning and Teaching Science." Journal of Studies in Education 11, no. 3 (2021): 1. http://dx.doi.org/10.5296/jse.v11i3.18700.

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The purpose of the study is to synthesize the peer-reviewed literature about innovative inquiry-based approaches for science learning and teaching. This study answers the following research questions: (1) Based on the peer-reviewed literature, what hybrid inquiry-based learning (IBL) approaches exist which respond to the challenges and expectations of education in the 21st century? (2) What features do they have? (3) What empirical evidence supports their effectiveness? (4) At which levels of education do they appear? (5) What learning outcomes are achieved? Using the methodology of systematic

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Kožuchová, Mária, Silvia Barnová, Ján Stebila, and Slávka Krásna. "Inquiry-Based Approach to Education." Acta Educationis Generalis 13, no. 2 (2023): 50–62. http://dx.doi.org/10.2478/atd-2023-0013.

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Abstract Introduction: In the proposed study, the authors focus on the effectiveness of the application of inquiry-based approach in Slovak schools and present the results of an original research study focused on the impact of inquiry-based teaching on students’ knowledge acquisition. Methods: For the purposes of the research study, a pedagogical experiment was carried out on the sample of 150 6th-grade students and didactic tests (a pre-test and a post-test) were used to examine students’ knowledge on the three levels of Niemierko’s taxonomy. Results: The results of the t-test confirmed the s

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Lepareur, Céline, and Michel Grangeat. "Teacher collaboration’s influence on inquiry-based science teaching methods." Education Inquiry 9, no. 4 (2018): 363–79. http://dx.doi.org/10.1080/20004508.2018.1428037.

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Pancaningrum, Novita, Ni'mah Afifah, Desi Sekar Fitri Aulia, and Rika Iuriana Sari. "Inquiry-Based Learning With Abcde Methods In Early Childhood Education." ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal 11, no. 2 (2023): 271. http://dx.doi.org/10.21043/thufula.v11i2.25145.

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<em><span lang="EN-US">Early childhood has privileges to play. To make them enjoy their learning process, the teacher has to make it more fun for them with play activities. Inquiry-based learning is one of the methods to support children playing while learning. Teachers should make the early childhood curriculum interesting for them. The Purpose of this study is to <a name="_Hlk155788463"></a>describe the Inquiry-based Learning with ABCDE Methods in Early Childhood Education. Besides that, the researcher wants to find out how the Inquiry-based Learning keep playing acti

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Rejeki, Sri. "Approach and Methods on TEFL: Inquiry-Based Language Learning (IBLL)." ENGLISH FRANCA : Academic Journal of English Language and Education 1, no. 2 (2017): 135. http://dx.doi.org/10.29240/ef.v1i2.154.

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This paper aims at explaining the theoretical based and the implementation of Inquiry-Based Language Learning particularly in Indonesia. IBLL is not quite familiar in Indonesian context especially in educational field. In other hand, Curriculum 2013 is very popular in this country although both of them are related each other. This curriculum adopted the concept of IBLL in which it encourages the students to construct the knowledge. Based on the principle of inquiry, the students supported by the teacher and peers try to answer the questions coming from themselves. These answers will help them

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Bernard, Paweł, and Karol Dudek-Różycki. "THE IMPACT OF PROFESSIONAL DEVELOPMENT IN INQUIRY-BASED METHODS ON SCIENCE TEACHERS’ CLASSROOM PRACTICE." Journal of Baltic Science Education 19, no. 2 (2020): 201–19. http://dx.doi.org/10.33225/jbse/20.19.201.

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Inquiry-based methods have become very popular in science education all over the world. In Europe, they were strongly advocated in years 2007-2013 within the 7th EU Framework Programme projects, and in that time, in many countries teacher educational programmes (TEP) in inquiry were developed and implemented. However, there has been limited information on how effective those trainings are, and how teachers bring theory into practice. Therefore, the aim of this research was to determine the impact of training in inquiry-based methods on the teachers’ professional practices. The training consist

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Rapanta, Chrysi, and Mark Felton. "Mixed methods research in inquiry-based instruction: an integrative review." International Journal of Research & Method in Education 42, no. 3 (2019): 288–304. http://dx.doi.org/10.1080/1743727x.2019.1598356.

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Noh, Jin-Gyu, and Hyeon-Suk Kang. "Reconceptualization of Concept-Based Inquiry in Creativity Education: focusing on Bruner’s narrative." Korean Journal of Teacher Education 38, no. 5 (2022): 147–66. http://dx.doi.org/10.14333/kjte.2022.38.5.07.

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Purpose: The purpose of this study was to reconceptualize concept-based inquiry in creativity education based on Bruner's narrative. Methods: This study discusses the reconceptualization of narrative-based, concept-based inquiry learning in creativity education using ampliative criticism, which is one of Short's (1991) philosophical inquiry methods. The ampliative criticism was integrally discussed in accordance with syntopical reading. Results: Concept-based inquiry promotes students' authentic understanding based on concept, inquiry and questions. Moreover the progress of the stu

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Bipul, Chakraborty, Patra Avijit, and Chattopadhyay Madhumita. "Exploring the Impact of Inquiry-Based Approaches on Geography Learning Outcomes in Secondary Education." Shodh Patra 2, no. 1 (2025): 161–75. https://doi.org/10.5281/zenodo.15360065.

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<em>This study investigates the effectiveness of inquiry-based learning (IBL) strategies in enhancing the teaching and learning of geography at the secondary school level. Grounded in constructivist theory, inquiry-based approaches encourage active student participation, critical thinking, and problem-solving by allowing learners to explore real-world geographical issues through questioning and investigation. The research aims to compare student engagement, academic performance, and conceptual understanding between traditional teaching methods and IBL techniques. Data must be collected through

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Dilfuza Anvarjonovnа, Abdukarimova. "PHYSICS AND MODERN METHODS OF TEACHING IT." Advances in Science and Education 1, no. 03 (2025): 72–73. https://doi.org/10.70728/edu.v01.i03.026.

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The rapid advancement of science and technology necessitates the constant modernization of teaching methods in physics. This paperexplores contemporary strategies for teaching physics that enhance student engagement, comprehension, and problem-solving skills.Emphasis is placed on inquiry-based learning, blended learning, technology integration, and formative assessment techniques. Theeffectiveness of these methods is supported by current pedagogical research and case studies. The study concludes that modern teachingmethods not only improve students’ academic performance but also prepare them f

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Albright, Kendra, Robert Petrulis, Ana Vasconcelos, and Jamie Wood. "An inquiry-based approach to teaching research methods in Information Studies." Education for Information 29, no. 1 (2012): 19–38. http://dx.doi.org/10.3233/efi-2010-0912.

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Smith, Antony T., and Nancy A. Place. "Fostering Teaching and Learning Through an Inquiry-Based Literacy Methods Course." New Educator 7, no. 4 (2011): 305–24. http://dx.doi.org/10.1080/1547688x.2011.619947.

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Kwemoi, Kabiga Chelule. "The Integration of Arts-Based Research Methods in Scientific Studies." Research Output Journal of Biological and Applied Science 4, no. 3 (2024): 6–10. http://dx.doi.org/10.59298/rojbas/2024/43610.

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Arts-based research (ABR) integrates creative and artistic practices into academic research, offering novel methodologies that enrich scientific inquiry. This interdisciplinary approach enables the exploration of complex human experiences, emotions, and phenomena through mediums like visual art, drama, poetry, and music. This paper examines the benefits and challenges of integrating arts-based research into scientific studies, highlighting its capacity to elicit deeper, embodied insights that complement traditional methods. While ABR fosters innovative data collection and engagement, it faces

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Webb, Aubree M., Stephanie L. Knight, X. Ben Wu, and Jane F. Schielack. "Teaching Science with Web-Based Inquiry Projects." International Journal of Virtual and Personal Learning Environments 5, no. 2 (2014): 57–68. http://dx.doi.org/10.4018/ijvple.2014040105.

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The purpose of this research is to explore a new computer-based interactive learning approach to assess the impact on student learning and attitudes toward science in a large university ecology classroom. A comparison was done with an established program to measure the relative impact of the new approach. The first inquiry project, BearCam, gives learners the freedom to navigate bear images and videos online to complete a scientific report. The new program, Virtual Ecological Inquiry (VEI), is based in the Second-Life platform and allows students to create an avatar and explore the Wolong Natu

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Manishimwe, Henriette, William Aino Shivoga, and Venuste Nsengimana. "Enhancing students' achievement in biology using inquiry-based learning in Rwanda." International Journal of Evaluation and Research in Education (IJERE) 12, no. 2 (2023): 809–17. https://doi.org/10.11591/ijere.v12i2.23375.

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Students in secondary schools in Rwanda manifest difficulties in learning science subjects including biology. Studies revealed that inadequate teaching methods dominated by teacher-centered traditional or conventional educational strategies are some of the factors that cause difficulties in learning, which in turn leads to poor achievements in biology. This study investigated the effect of inquiry-based learning (IBL) using 5Es instructional model (Engage, Explore, Explain, Elaborate and Evaluate) on secondary school students’ achievement in biology. There were 231 secondary school stude

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Suryani, Yani. "The Effect of Inquiry - Based on Science Technology and Society Methods to the social Learning Outcomes." OIKOS: Jurnal Kajian Pendidikan Ekonomi dan Ilmu Ekonomi 1, no. 1 (2017): 45. http://dx.doi.org/10.23969/oikos.v1i1.238.

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The background of this research is the issue of globalization that impact on society's lives, especially school-age children (students) who started to use the technology in every activity. The problem in this study is whether the method of inquiry – based on Science Technology and Society has a significant effect on social science learning outcomes of students in SMPN 1 Bandung. This study use quasi-experimental approach, with nonequivalent (pretest and posttest) the Control Group Design. The average result of experimental class’ pre-test is 59.72, and the post-test average is 77.08, the

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Whiteman, Rodney S. "Explicating metatheory for mixed methods research in educational leadership." International Journal of Educational Management 29, no. 7 (2015): 888–903. http://dx.doi.org/10.1108/ijem-06-2015-0077.

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Purpose – Mixed methods research can provide a fruitful line of inquiry for educational leadership, program evaluation, and policy analysis; however, mixed methods research requires a metatheory that allows for mixing what have traditionally been considered incompatible qualitative and quantitative inquiry. The purpose of this paper is to apply Jürgen Habermas’s Theory of Communicative Action as that metatheoretical justification. Design/methodology/approach – After reviewing the traditional quantitative/qualitative divide based on incompatible ontologies, the author argues for a pragmatist st

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Shivolo, Tomas, and Hamza Omari Mokiwa. "Inquiry-Based Science Education: Perspectives from Namibian Teachers." International Journal of Research in STEM Education 6, no. 1 (2024): 97–112. http://dx.doi.org/10.33830/ijrse.v6i1.1635.

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In the evolving landscape of secondary school science education in Namibia, there is a growing shift from traditional rote-learning methodologies toward inquiry-based instruction and practical work to foster deeper learner engagement and critical thinking skills. This study, utilizing a sequential explanatory mixed methods approach, investigates the perceptions and practices of Namibian secondary school teachers regarding the implementation of inquiry-based science education. Despite the national curriculum's strong endorsement of learner-centered approaches, findings indicate a discrepancy be

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Lee, Jae Ki, and Sun Young Ban. "Teaching Statistics with an Inquiry-Based Learning Approach." Journal of Mathematics Education at Teachers College 12, no. 2 (2022): 21–32. http://dx.doi.org/10.52214/jmetc.v12i2.8544.

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Two case studies were conducted to examine whether inquiry-based learning (IBL) can help students in understanding normal distributions, and to determine if IBL methods have any effect on students' conceptual and computational capabilities. There were 16 students in the traditional class and 17 students in the IBL-implemented class who participated in each of two case studies. The experimental group performed significantly better than the control group in terms of conceptual understanding and computational skills. These outcomes suggest that IBL methods such as discussions, asking questions, a

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OMOVIE, Akpevweoghene Anthony, and Ochuko Urhievwerhie ERAVWOKE-AGBORO. "Investigating the Effect of Inquiry and Lecture Methods on Students’ Achievement in Biology." International Journal of Research and Innovation in Applied Science VIII, no. IX (2023): 26–31. http://dx.doi.org/10.51584/ijrias.2023.8904.

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This study was conducted to investigate the effect of inquiry and lecture methods on secondary school students’ achievement in Biology. Two research questions and two hypotheses were formulated to guide the study. The study adopted quasi-experimental pre-test, post-test, control group research design. Three hundred and twenty (320) Biology senior secondary school one students from nine (9) selected sampled schools in Delta Central Senatorial District were used as research sample. The simple random sampling technique was used to select the sampled schools. The experimental group was exposed to

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Behjati, Saeed. "First-Hands’ Contribution in Business Inquiry Based on Qualitative Inquiry of Assessing Environmentalism Initiatives." Management of Sustainable Development 9, no. 1 (2017): 39–42. http://dx.doi.org/10.1515/msd-2017-0013.

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AbstractThis is a report paper, provides the key philosophies of underpinning qualitative methodology, which is utilized in business inquiry of assessing corporate environmentalism initiatives. It begins with an overview of research philosophy and ontology/epistemological platforms and the choice of inductive method that shapes the ways to conduct social inquiry. It follows by description of case study design, including the purists and pragmatists’ debate on case study research and justification of the required data and collection methods. The end up is details analysing techniques of collecte

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Kiernan, Daniel A., and Christine Lotter. "Inquiry-Based Teaching in the College Classroom: The Nontraditional Student." American Biology Teacher 81, no. 7 (2019): 479–84. http://dx.doi.org/10.1525/abt.2019.81.7.479.

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Science departments in higher education have been adjusting their curricula to include more inquiry-based instruction, and research on inquiry-based teaching at the collegiate level has been increasing. However, more data are needed regarding the effectiveness of inquiry-based pedagogy in improving students' conceptual understanding and attitudes toward science. The investigation described here was focused on nontraditional students taking non-science-major science courses. The goal was to compare students' attitudes toward science before and after taking an inquiry-based or a traditional scie

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Koterwas, Agnieszka. "Inquiry-based learning on the example of the IB International School Programme of Inquiry." Problemy Opiekuńczo-Wychowawcze 613, no. 8 (2022): 66–76. http://dx.doi.org/10.5604/01.3001.0016.0745.

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Introduction. Inquiry-based learning is perceived as one of the most effective teaching methods, an example of the implementation of constructivism in educational practice with the dominant role of a cognitively activated student, who, analogous to the work of a scientist, has the opportunity to pose questions, hypotheses and research problems and to construct strategies to solve them through the use of a number of various research tools, and finally to present, in a variety of forms, the results of their research. However, in Poland, this approach to teaching is a basically unrecognized area,

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Wang, Feng Li, Jia Jun Liu, and Fang Peng. "The Exploratory Study and Research in Network Environment." Advanced Materials Research 468-471 (February 2012): 3081–84. http://dx.doi.org/10.4028/www.scientific.net/amr.468-471.3081.

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[Objective] This paper investigates the characteristics of the network environment and the impact on inquiry-based learning and it explores the inquiry learning research, development, content and theoretical basis. [Processes and Methods] The process and methods of experimental control, theoretical studies and system testing ways are applied. [Results] The network environment for inquiry-based learning provides more open space and self-learning environment, providing adequate sources of evidence and a wealth of interactive tools to promote inquiry-based learning and more efficient. “Inquiry le

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Plevyak, Linda H. "What do preservice teachers learn in an inquiry-based science methods course?" Journal of Elementary Science Education 19, no. 1 (2007): 1–12. http://dx.doi.org/10.1007/bf03173650.

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Bernard, Paweł, Karol Dudek-Różycki, and Kinga Orwat. "INTEGRATION OF INQUIRY-BASED INSTRUCTION WITH FORMATIVE ASSESSMENT: THE CASE OF EXPERIENCED CHEMISTRY TEACHERS." Journal of Baltic Science Education 18, no. 2 (2019): 184–96. http://dx.doi.org/10.33225/jbse/19.18.184.

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Inquiry-based teaching and learning methods are more and more widely used in the teaching natural sciences all over the world. The elements of inquiry are included in many national sciences’ core curricula and indicate that students should be actively involved in acquiring knowledge. This fact changes the teacher’s role in the classroom and the structure of everyday lessons. Independent inquiry helps students to develop various elements of scientific education, gain specific skills and competencies. Consequently, the assessment methods used so far are no longer sufficient and they should be ex

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Olubola Adeyele, Victoria. "INQUIRY-BASED SCIENCE APPROACH IN KINDERGARTEN: A SYSTEMATIC REVIEW." Journal AL-MUDARRIS 6, no. 2 (2023): 160–79. http://dx.doi.org/10.32478/al-mudarris.v6i2.1853.

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Inquiry-based learning is a pedagogical approach that empowers learners to actively construct knowledge by engaging in problem-solving, critical thinking, questioning, and hands-on experiences. The inquiry-based approach in science emphasizes learners' active role in creating their understanding of the natural world. This review critically examines the application and impact of inquiry-based science approaches in kindergarten education. Through a thorough analysis of 16 research articles, the study shed light on different aspects of inquiry-based learning, including subject areas, participants

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Lorino, Philippe, Benoît Tricard, and Yves Clot. "Research Methods for Non-Representational Approaches to Organizational Complexity: The Dialogical Mediated Inquiry." Organization Studies 32, no. 6 (2011): 769–801. http://dx.doi.org/10.1177/0170840611410807.

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This paper explores the methodological implications of non-representational approaches to organizational complexity. Representational theories focus on the syntactic complexity of systems, whereas organizing processes are predominantly characterized by semantic and pragmatic forms of complexity. After underlining the contribution of non-representational approaches to the study of organizations, the paper warns against the risk of confining the critique of representational frameworks to paradoxical dichotomies such as intuition versus reflexive thought, or theorizing versus experimenting. To co

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AMANGELDI, Ozerke, Gaukhar AUBAKIROVA, Kulzada DUISEBAYEVA, Ulzhalgas ESNAZAROVA, and Turker KURT. "PEDAGOGICAL METHODS OF TOURISM EDUCATION IN GENERAL EDUCATION SCHOOLS IN KAZAKHSTAN." GeoJournal of Tourism and Geosites 51, no. 4 supplement (2023): 1629–2635. http://dx.doi.org/10.30892/gtg.514spl04-1159.

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The study aims to assess the effectiveness of pedagogical methods in tourism education within Kazakhstani secondary schools. Employing bibliographic, theoretical, modeling, and analysis methods, the research focuses on innovative teaching approaches. Qualitative research methods, including interviews with students and field trips to Almaty, were utilized. Priority methods, such as problem-based learning, Inquiry-based Learning, and group work, were identified. The effectiveness of these methods was specifically examined at Gymnasium-School No. 81 in Almaty through questionnaires and interviews

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Hoshmand, Lisa L. S. T. "Module on Observation Methods: A Perspective on the Teaching of Inquiry." Teaching of Psychology 12, no. 3 (1985): 132–36. http://dx.doi.org/10.1207/s15328023top1203_4.

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An observation methods teaching module that serves to explicate the differences between detached and participant modes of inquiry is presented. The experience of applying this module to teaching 140 graduate students in a competency-based Counseling program is described. The rationale, teaching goals, learning content, and mechanisms of teaching and evaluation are detailed. The effects of the module and areas in need of development are discussed. The present approach, with its particular philosophical framework and its emphasis on the implications of different method choices in the field, is r

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Šlekienė, Violeta, and Loreta Ragulienė. "INQUIRY-BASED PHYSICS EDUCATION BY USING SCIENCE LEARNING SYSTEM XPLORER GLX." Problems of Education in the 21st Century 57, no. 1 (2013): 133–41. http://dx.doi.org/10.33225/pec/13.57.133.

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In order to improve students’ competencies of natural science must be consistent and systematic development of learning methods and strategies. Since Physics is an experimental science, the role of practical activities in physics education is very important. Experimental activities are one of the main Physics teaching/learning methods. One of these methods is inquiry-based learning, in which students answer research questions through data analysis. Computer-based data logging is a powerful strategy for the teaching and learning of physics. It helps to deliver a deep and meaningful physics educ

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Hodgson, Jay Y. S., Kirk O. Barber, and Christopher J. Hustead. "An Inquiry-Based Investigation of Freshwater Diatom Ecology." American Biology Teacher 78, no. 8 (2016): 664–68. http://dx.doi.org/10.1525/abt.2016.78.8.664.

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Understanding habitat heterogeneity and habitat preference are central tenets of undergraduate ecology courses, but many urban campuses, particularly community colleges and others with large student enrollments, may lack the means for extensive field sampling and monitoring. We outline the use of diatoms living in decorative water fountains as a proxy for field sample collection, data analysis, and ecological interpretation. These methods are amenable to undergraduate laboratory courses and independent student research projects.

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Putra, Eka Permana. "Inquiry-Based Online Learning to Improve Basic Technical Knowledge of Football Class XI Students." International Journal of Multidisciplinary Research and Analysis 05, no. 08 (2022): 2246–52. http://dx.doi.org/10.47191/ijmra/v5-i8-44.

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The study aimed to determine: (1) the effect of online inquiry learning methods on increasing the knowledge of basic soccer techniques for class XI students and (2) differences in knowledge of basic soccer techniques for class XI students between the experimental group and the control group. The method uses a “pre-test post-test control group design" experiment. The sampling technique is simple random sampling, totaling 33 students in the experimental class with the inquiry learning method treatment and 34 students in the control class. The instrument used is an essay test. Data analysis used

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Khalil, Eftima, and Nuket Gunduz. "Teacher professional development and inquiry-based instruction: literature review." International Journal of Innovative Research in Education 10, no. 2 (2023): 177–91. http://dx.doi.org/10.18844/ijire.v10i2.9293.

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Innovative strategies can revolutionise student learning if implemented properly. Nonetheless, teachers need sufficient training to do this. Therefore, teacher professional development programmes should be reviewed to see if they provide sufficient training for teachers to effectively implement inquiry-based instruction, since it is considered one of these innovative methods. This paper synthesises the existing literature on teacher professional development for inquiry-based instruction from the fields of education and social science between 2001 and 2022. The EBSCO host library, Scopus, Scien

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Chunyan, Gong, Nitikorn Onyon, and Thapana Choichareon. "Implementation of Early Childhood Science Education Course Based on Inquiry-Based Learning and Phenomenon-Based Learning to Enhance Scientific Inquiry Teaching Ability of Pre-service Early Childhood Teachers." International Journal of Sociologies and Anthropologies Science Reviews 5, no. 4 (2025): 227–40. https://doi.org/10.60027/ijsasr.2025.6381.

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Background and aim: Scientific inquiry teaching ability is one of the key abilities of science teachers to carry out inquiry teaching. In reality, many teachers lack the will and ability to implement inquiry-based teaching independently, so the opportunities and quality of students' participation in inquiry learning will also be restricted (Meng Xiulan et al., 2012). Therefore, it is of great practical significance to strengthen the cultivation of the scientific inquiry teaching ability of pre-service early childhood teachers. This study focuses on the influence of early childhood science educ

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Mazidah, Imas Nur, Wahono Widodo, and Tukiran. "Profile of the Implementation of Guided Inquiry-Based Interactive E-Module in Science Learning." Studies in Philosophy of Science and Education 4, no. 2 (2023): 43–55. http://dx.doi.org/10.46627/sipose.v4i2.275.

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Research was conducted to describe and analyze the implementation of guided inquiry model of science learning in Indonesia. This research method uses qualitative methods with using secondary data. The sample in this research is 24 articles published in international and national journals. Based on the analysis of 24 articles on science learning using Interactive E-module with guided inquiry model in Indonesia, it can be seen that the guided inquiry model has a positive impact on student learning outcomes, it can improve students' critical thinking skills, students' science process skills, stud

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Mohammed, Salifu Maigari. "Teachers’ Beliefs: Positive or Negative Indicators of Inquiry-Based Science Teaching?" World Journal of Education 12, no. 1 (2022): 17. http://dx.doi.org/10.5430/wje.v12n1p17.

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Inquiry-based science teaching is an innovative pedagogy that is more effective than traditional instruction in promoting scientific literacy. However, teachers must develop strong favourable beliefs about inquiry teaching before they can successfully employ it to improve students’ learning outcomes. Despite its importance few studies have been done to examine teachers’ beliefs about inquiry teaching in places, like Africa, where there are serious inquiry curricula implementation challenges. This study investigated whether teachers’ beliefs are positive or negative indicators of inquiry-based

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Hafeez, Muhammad. "Project-Based Versus Traditional Lecture Teaching Methods." EDUTEC : Journal of Education And Technology 4, no. 4 (2021): 544–59. http://dx.doi.org/10.29062/edu.v4i4.220.

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To compete the world in 21st century, it is necessary to adopt the modern learning strategies like inquiry-based, project-based, problem-based. The traditional learning strategies are no viable now to improve the learning skills of the learners. A review of previous studies on traditional lecture-based and project-based learning strategies has been conducted to evaluate the effectiveness of both learning strategies. The learning outcomes and statistical results of 15 previous published articles have selected for this review study. The learning outcomes and statistical results of previous liter

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Hafeez, Muhammad. "Project-Based Versus Traditional Lecture Teaching Methods." Indonesian Journal of Social Science Research 2, no. 1 (2021): 10–20. http://dx.doi.org/10.11594/ijssr.02.01.02.

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To compete with the world in the 21st century, it is necessary to adopt modern learning strategies like inquiry-based, project-based, problem-based. The traditional learning strategies are no viable now to improve the learning skills of the learners. A review of previous studies on traditional lecture-based and project-based learning strategies has been conducted to evaluate the effectiveness of both learning strategies. The learning outcomes and statistical results of 15 previously published articles have been selected for this review study. The learning outcomes and statistical results of pr

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Anggoro, Subuh, Sri Harmianto, and Pratik Dwi Yuwono. "Upaya Meningkatkan Kemampuan Pedagogik Guru Melalui Pelatihan Pembelajaran Tematik Sains Menggunakan Inquiry Learning Process Dan Science Activity Based Daily Life." JPPM (Jurnal Pengabdian dan Pemberdayaan Masyarakat) 2, no. 1 (2018): 29. http://dx.doi.org/10.30595/jppm.v2i1.1844.

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ABSTRAK Kegiatan ini bertujuan untuk meningkatkan kemampuan pedagogik guru melalui pembelajaran tematik sains menggunakan inquiry learning process dan science activity based daily life.Metode kegiatan yang dilakukan adalah (1) memberikan pemahaman tentang pentingnya pembelajaran tematik sains menggunakan inquiry learning process dan science activity based daily life; (2)melakukan simulasi kegiatan pembelajaran tematik menggunakan menggunakan inquiry learning process dan science activity based daily life; dan (3) melakukan monitoring dan evaluasi. Kegiatan tersebut diikuti oleh 48 guru dan 9 ke

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M., Chotibuddin, Adi Santoso Subhan, and Iwan Zunaih Ahmad. "Application of Inquiry- Based Teaching Learning Model to ImproveLearning Outcomes." International Journal of Innovative Science and Research Technology 8, no. 5 (2023): 2390–95. https://doi.org/10.5281/zenodo.8058465.

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English is an important thing to learn. However, many students have difficulty in learning English. The difficulty of students in learning English subjects for students is due to the conventional methods applied by teachers making students less proactive in learning. Teachers as educators must innovate in learning methods so that students can be more proactive in English learning activities. One method that can be used is the inquiry learning method. The Use of Inquiry Method in Improving English Learning Outcomes of Grade VII MTs Muhammadiyah 17 Lamongan. The purpose of this study is to descr

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Fuadaturahmah, Fuadaturahmah. "PENGARUH MODEL PEMBELAJARAN INKUIRI DAN PENGGUNAAN MEDIA BERBASIS KOMPUTER ( CD MOVIE DAN FLASH) TERHADAP KREATIVITAS SISWA MA KELAS XI PADA POKOK BAHASAN KOLOID." ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam 2, no. 2 (2018): 131. http://dx.doi.org/10.30821/ansiru.v2i2.2033.

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The purpose of this study is to reveal the influence of inquiry learning models and the use of computer-based media (movie and flash CDs) on the creativity of class XI MA students on the subject of colloid, this research uses quasi experimental methods by grouping research samples into two group. The two groups are each made into experimental group 1 and experimental group 2. The results of this study are (1) There is an influence of creativity on students' chemistry learning outcomes that are taught by inquiry learning models with computer-based media use (CD Movie and flash) and learning met

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Razali, A. Halim, A. G. Haji, and E. Nurfadilla. "Effect of inquiry learning methods on generic science skills based on creativity level." Journal of Physics: Conference Series 1460 (February 2020): 012118. http://dx.doi.org/10.1088/1742-6596/1460/1/012118.

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Kurtzworth-Keen, Kristin A., and Kelly A. Harper. "Utilizing Collaborative Teacher Inquiry to Enhance Daily Teaching Practices in K-12 Classrooms." International Journal of Teacher Education and Professional Development 4, no. 1 (2021): 17–29. http://dx.doi.org/10.4018/ijtepd.2021010102.

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This article describes an inquiry-based research study focused on teacher professional development and utilizing evidence-based practices in everyday teaching to enhance learning opportunities for students in linguistically and culturally diverse classrooms. During a year-long professional development series entitled Embracing All Children: Addressing Cultural and Linguistic Diversity in Our Schools teachers were provided with an inquiry-based framework to apply evidence-based practices presented during professional development sessions into their daily teaching. Teachers gained knowledge of e

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