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Journal articles on the topic 'Inquiry-based science education'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 March 2023

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1

Přinosilová, Jana, Erika Mechlová, and Svatava Kubicová. "ICT on four Levels of Inquiry-Based Science Education in Environmental Education." International Journal of Information and Communication Technologies in Education 2, no. 1 (April 1, 2013): 17–32. http://dx.doi.org/10.1515/ijicte-2013-0002.

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Abstract Inquiry in the natural sciences is an often used term. Inquiry-Based Science Education with the support of sophisticated ICT lacking. Inquiry-Based Science Education has clearly defined its four levels, in particular the use of teaching depends on the particular pupils and teachers. This learning strategy can thus rendering the various options and the use of ICT available at the school. The following article's focus is on a selection of specific technologies available and used at a primary school in connection with the different levels of Inquiry-Based Science Education and the extent of its involvement. The paper also describes social elaborated topic of environmental education in the sample worksheet for elementary school pupils.
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Ba Trinh, Tran. "INTEGRATION OF INFORMATION COMMUNICATION TECHNOLOGY INTO INQUIRY-BASED SCIENCE EDUCATION: RELEVANCE IN STIMULATING LEARNERS’ AUTHENTIC INQUIRY PRACTICES." Journal of Science, Educational Science 61, no. 11 (2016): 66–74. http://dx.doi.org/10.18173/2354-1075.2016-0217.

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Boaventura, Diana, and Cláudia Faria. "Science Inquiry-Based Activities in Elementary Education: How to Support Teachers‟ Practices?" International Journal of Information and Education Technology 5, no. 6 (2015): 451–55. http://dx.doi.org/10.7763/ijiet.2015.v5.548.

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4

Ozdem-Yilmaz, Yasemin, and Bulent Cavas. "PEDAGOGICALLY DESIRABLE SCIENCE EDUCATION: VIEWS ON INQUIRY-BASED SCIENCE EDUCATION IN TURKEY." Journal of Baltic Science Education 15, no. 4 (August 25, 2016): 506–22. http://dx.doi.org/10.33225/jbse/16.15.506.

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The aim of this research is to investigate the aspects of science education, which are pedagogically desirable for the individual in the society of 21st century. The research was conducted by Curricular Delphi Study method in three rounds with international comparisons. In the first round, an open-ended survey was used, and in the next two rounds the instrument was structured to answer the refined research questions of the study, such as the priorities and practices towards the inquiry-based science education. The paper reports on the findings of a survey collected from 125 stakeholders of science education, including scientists, science educators, and education administrators from Turkey. In the results of the differentiated analyses according to the sample groups, all stakeholders emphasize the role of science education in the survival of a country. They all put a great emphasis on the curriculum. The stakeholders emphasized the significance of engagement with the interdisciplinary relations of the sciences, their findings and their perspectives with regard to their role in enhancing individual intellectual personality development. It is suggested that scientific inquiry includes the ability to consolidate the inquiry processes with scientific knowledge, scientific reasoning and critical thinking to advance scientific knowledge. Key words: inquiry-based, science education, Delphi method.
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Ruzaman, Nazirah Kamal, and D’oria Islamiah Rosli. "Inquiry-Based Education: Innovation in Participatory Inquiry Paradigm." International Journal of Emerging Technologies in Learning (iJET) 15, no. 10 (June 1, 2020): 4. http://dx.doi.org/10.3991/ijet.v15i10.11460.

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Inquiry-based learning is fundamental for the development of higher order thinking skills that guides learners to inquire meaningful questions that led to relevant answers, therefore awaken learners’ curiosity and wonder. Re-cent ameliorations in technology have captivated the enthusiasm of both educators and researchers to develop inquiry-based classroom activities that emphasize the application of educational technology in the domain of school science education. Thus, we have designed a learning application “AIBASE”, which assists primary school students in generating hypotheses during Science experiments. The instructional framework was used to scru-tinize the effectiveness of using “AIBASE” in aiding the learning process. The results implied improvements in students’ performance level. In addi-tion, this paper also highlights the main criteria for inquiry-based learning.
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Bansal, G., and U. Ramnarain. "Inquiry-Based Science Education in Primary Schools." Education 3-13 49, no. 3 (February 19, 2021): 259–62. http://dx.doi.org/10.1080/03004279.2020.1854955.

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7

Sotiriou, Sofoklis A. "Inquiry-based Science Education and e-Learning." Europhysics News 52, no. 2 (2021): 24–27. http://dx.doi.org/10.1051/epn/2021204.

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Science classrooms (even in the time of the pandemic) should provide more challenging, inquiry-based, authentic and higher-order learning experiences allowing students to participate in scientific practices and tasks. Rich scientific databases, e-Learning tools and digital educational resources can serve as a catalyst for science learning. They can offer a better understanding of complex scientific research, making science understandable and interesting to the students.
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Suduc, Ana-Maria, Mihai Bizoi, and Gabriel Gorghiu. "Inquiry Based Science Learning in Primary Education." Procedia - Social and Behavioral Sciences 205 (October 2015): 474–79. http://dx.doi.org/10.1016/j.sbspro.2015.09.044.

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9

Herranen, Jaana, and Maija Aksela. "Student-question-based inquiry in science education." Studies in Science Education 55, no. 1 (January 2, 2019): 1–36. http://dx.doi.org/10.1080/03057267.2019.1658059.

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10

Tatar, Nilgün. "INQUIRY-BASED SCIENCE LABORATORIES: AN ANALYSIS OF PRESERVICE TEACHERS’ BELIEFS ABOUT LEARNING SCIENCE THROUGH INQUIRY AND THEIR PERFORMANCES." Journal of Baltic Science Education 11, no. 3 (September 10, 2012): 248–66. http://dx.doi.org/10.33225/jbse/12.11.248.

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This study investigated the effects of inquiry-based instruction on preservice teachers’ beliefs concerning learning science through inquiry and their performance to apply a scientific inquiry process. A case study design was used in the study and the data were collected through interviews, observations and written documents. Two preservice teachers with different experiences in their previous science education were selected. The preservice teachers learnt both science and scientific inquiry process through open inquiry activities. The results of the research show that past experiences of preservice teachers are effective on beliefs about learning science through inquiry. The open inquiry science activities which allow preservice teachers’ making discussion, collaboration, and interaction were effective in developing their beliefs concerning learning science through inquiry and increasing their ability to apply a scientific inquiry process. The overall findings indicate that inquiry-based activities should frequently be a preferred instruction method in preservice teacher education. Keywords: Inquiry-based instruction, open inquiry activities, preservice teacher education, science education.
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Kubiatko, Milan. "IS THE INQUIRY-BASED SCIENCE EDUCATION THE BEST?" Problems of Education in the 21st Century 73, no. 1 (October 25, 2016): 4–5. http://dx.doi.org/10.33225/pec/16.73.04.

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Dear readers of our journal, this issue included many interesting and also important articles, which can shift the problematic of education in the more prospective way. I am very thankful to editor of the journal for the space how to express ideas about current problems of education. The science education is fighting with a relatively big problem. Many academicians, teachers and also laic society are still perceiving difficulty in understanding of concepts from science subject and lack of interest about this group of subjects. In the past the teaching process was very formal focused on the memorizing of the facts without any deeper understanding of the processes in the nature. Pupils and students knew all definitions about concepts in the science subjects, but practical application was on the low level. The academicians, teachers and other people interested in the science education were eager to change system of education. They wanted to include new approach into science education.
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12

Gillies, Robyn M. "Productive academic talk during inquiry-based science." Pedagogies: An International Journal 8, no. 2 (April 2013): 126–42. http://dx.doi.org/10.1080/1554480x.2013.767770.

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13

Liu, Ou Lydia, Hee-Sun Lee, and Marcia C. Linn. "Multifaceted Assessment of Inquiry-Based Science Learning." Educational Assessment 15, no. 2 (May 28, 2010): 69–86. http://dx.doi.org/10.1080/10627197.2010.491067.

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Sotáková, Ivana, Mária Ganajová, and Mária Babinčáková. "INQUIRY-BASED SCIENCE EDUCATION AS A REVISION STRATEGY." Journal of Baltic Science Education 19, no. 3 (June 10, 2020): 499–513. http://dx.doi.org/10.33225/jbse/20.19.499.

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The research aim was to identify the effect of revising the thematic unit “Changes in Chemical Reactions” using IBSE (based on confirmation inquiry) in the 8th grade of secondary school. This thematic unit is taught in chemistry lessons in the 2nd term of the 7th grade. A set of activities verified by a piece of pilot research was used to implement IBSE based on confirmation inquiry using the 5E Educational Model. The research was performed in ten Slovak secondary schools during the 1st term of the 2017/2018 school year. This research employed the quasi-experimental methodology involving pre-test–post-test two-group design. The research sample consisted of 292 8th grade students. They were divided randomly into a control (n=149) and experimental (n=143) group, and the intervention took place during 10 lessons. Cognitive tests based on the revised Bloom's taxonomy were used to measure students’ knowledge and skills before and after revision. The results indicate that using IBSE (based on confirmation inquiry) in the revision phase is more effective than teaching without using IBSE in terms of developing conceptual understanding. It affects the lower and higher cognitive processes (understanding, application, and analysis) and stimulates learning mainly in students with lower academic performance. Keywords: chemistry education, cognitive processes, confirmation inquiry, secondary school.
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van Uum, Martina S. J., Roald P. Verhoeff, and Marieke Peeters. "Inquiry-based science education: scaffolding pupils’ self-directed learning in open inquiry." International Journal of Science Education 39, no. 18 (November 5, 2017): 2461–81. http://dx.doi.org/10.1080/09500693.2017.1388940.

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Gajić, Milica M., Vera D. Županec, Snežana S. Babić-Kekez, and Aleksandra R. Trbojević. "METHODOLOGICAL APPROACHES TO THE STUDY OF INQUIRY-BASED LEARNING IN NATURAL SCIENCE EDUCATION." Problems of Education in the 21st Century 79, no. 5 (October 10, 2021): 728–50. http://dx.doi.org/10.33225/pec/21.79.728.

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Previous research of inquiry-based learning in natural science education indicates that there are different methodological trends and paradigms in the study of these issues. The aim of this research has been to analyze the selected relevant studies on inquiry-based learning in natural science education in order to assess their scope and limitations in the light of educational changes and reform initiatives. Directions of analysis of the relevant studies include considerations of the following: 1) Theoretical starting points and specific conceptual solutions, 2) Methodological design (research questions / problems, methods, techniques, and procedures), as well as 3) (Re)interpretation of the most significant findings. It could be stated that studies on inquiry-based learning in the field of natural sciences are rather insufficient, very diverse and heterogeneous, differing from each other both in terms of theory and conceptual solutions, research problems, methodological design, and implications for educational work. Even though experiments are very common in natural sciences, it has been found that triangulation is often used as a combination of qualitative and quantitative paradigms. The common thread that connects the selected studies in this field is the recognition of importance of inquiry-based learning as a very promising model of active teaching the natural sciences. It could be concluded that such studies require an interdisciplinary approach to the subject of study, both in empirical and theoretical field, providing better understanding of the future research directions of this phenomenon. Keywords: inquiry-based learning, innovative approach, methodological design, natural science education, research paradigms
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17

Aboud Mohammed Asiri, Abdulaziz. "Scientific Inquiry-Based Teaching Practices as Perceived by Science Teachers." American Journal of Educational Research 6, no. 4 (March 25, 2018): 297–307. http://dx.doi.org/10.12691/education-6-4-2.

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18

Wilgenbus, David, and Pierre Léna. "Early science education and astronomy." Proceedings of the International Astronomical Union 5, S260 (January 2009): 629–41. http://dx.doi.org/10.1017/s1743921311002948.

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AbstractInquiry-based science education is currently receiving a consensus as a pedagogy to teach science at primary and middle school levels, with the goal to reach all children and youngsters, no matter what their future professional choices will be. By the same token, it also greatly increases the fraction of the school population in which future technicians, engineers and sciences could be recruited for further training. La main à la pâte is the name of the action undertaken by the French Académie des Sciences to develop inquiry in France, and then in many collaborating countries. The focus is on science as a whole, and not on particular disciplines such as physics, biology, and so on, since it is the understanding of scientific method and use of evidence which is at the heart of inquiry. Yet, astronomy is offering so many opportunities to demonstrate the scientific method that La main à la pâte has developed a number of inquiry activities in this field, which are presented here, such as Measuring the Earth, Calendars and cultures, the use of One Laptop per Child for Moon observations, etc.
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19

Tatar, Nilgün. "PRE-SERVICE TEACHERS' BELIEFS ABOUT THE IMAGE OF A SCIENCE TEACHER AND SCIENCE TEACHING." Journal of Baltic Science Education 14, no. 1 (February 20, 2015): 34–44. http://dx.doi.org/10.33225/jbse/15.14.34.

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This study examines pre-service teachers’ beliefs about the images of a science teacher and the science teaching. Besides, how their beliefs are affected from inquiry-based teaching is investigated. Case study method was used. Pre-service teachers had learned science with inquiry and how they teach science with inquiry in the science laboratory. Data were collected through the drawings and semi-structured interviews. Results indicate that most participants had teacher-centered and conceptual belief about the images of a science teacher and the science teaching at the beginning of the study. However, they had student-centered belief at the end of the study. It was remarked that three pre-service teachers who held different beliefs about student/teacher roles and the teaching of science before the study, had some common beliefs after the inquiry-based science laboratory. Based on the results, it can be said that inquiry-based science teaching positively affects pre-service teachers’ beliefs about the images of a science teacher and the science teaching. Key words: belief about teaching, inquiry-based teaching, mental image, pre-service teachers’ education.
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20

Lozano, Oscar Raul, and Jordi Solbes. "Promoting Inquiry Based Learning through Entertaining Science Activities." International Journal of Research in Education and Science 7, no. 4 (October 10, 2021): 1117–35. http://dx.doi.org/10.46328/ijres.2390.

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Considering students’ increasing lack of interest and motivation for science subjects, it becomes almost imperative to introduce different methodology approaches in classrooms. Besides, decontextualized science teaching, where hands on activities are not sufficiently taken into account, can make the students attitude toward science-learning even worse. Inquiry Based Learning where elements such as games, toys and short experiments are included is showed as a useful methodological proposal. This paper presents how the use of these entertaining science activities can improve students’ interest and encourage them to speak about science, acquiring better argumentation and inquiry skills when they are properly performed in a formal classroom context.
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Saavedra, Juan E., Emma Näslund-Hadley, and Mariana Alfonso. "Remedial Inquiry-Based Science Education: Experimental Evidence From Peru." Educational Evaluation and Policy Analysis 41, no. 4 (August 12, 2019): 483–509. http://dx.doi.org/10.3102/0162373719867081.

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We present results from the first randomized experiment of a remedial inquiry-based science education program for low-performing elementary students in a developing country. Among third-grade students in 48 low-income public elementary schools in Metropolitan Lima who score in the bottom 50% of their school baseline science distribution, half are randomly assigned to receive remedial inquiry-based science education in after-school sessions, and the remaining half to business as usual control conditions. Assignment to treatment increased endline science achievement by 3 percentiles (0.12 SD) with greater gains for students who attended at least one remedial session, and a concentration of gains among boys. We cannot reject the null hypothesis of no indirect science achievement gains among nonparticipants.
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Fernández Arroyo, Jorge, Fátima Rodríguez-Marín, Ana Rivero García, and Carmen Solís-Espallargas. "Perspectivas de los maestros en formación sobre una estrategia formativa para aprender a enseñar ciencias por investigación escolar." Revista Fuentes 2, no. 23 (2021): 190–203. http://dx.doi.org/10.12795/revistafuentes.2021.9606.

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El presente trabajo se encuentra englobado dentro de la investigación sobre la enseñanza-aprendizaje de las ciencias y más concretamente en la búsqueda de las propuestas óptimas para la formación de futuros docentes. Para ello se han recogido y analizado las valoraciones que futuros maestros hacen de la propuesta formativa en didáctica de las ciencias por la que han pasado durante un curso de formación inicial titulado: Aprender a enseñar ciencias en Primaria (APENCIP). Este curso tiene como referente didáctico la investigación escolar (Inquiry- Based Science Education) y está fundamentado en la integración de estrategias basadas en la investigación profesional y el contraste con la práctica innovadora. Con esta investigación se pretende ofrecer una estrategia de análisis desde y con los estudiantes así como recoger sus aportaciones para la retroalimentación de la estrategia formativa.
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Zhang, Lin. "Is Inquiry-Based Science Teaching Worth the Effort?" Science & Education 25, no. 7-8 (September 30, 2016): 897–915. http://dx.doi.org/10.1007/s11191-016-9856-0.

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Kraft, Justin A. "Promotion of Inquiry-Based Science Education: One Teacher's Story." Microscopy Today 18, no. 5 (August 24, 2010): 40–42. http://dx.doi.org/10.1017/s1551929510000842.

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Every time I meet scientists, I like to ask what got them interested in their field. So far, of all the myriad reasons I have heard, not one has said “I always enjoyed doing problems and answering multiple choice questions.”
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Østergaard, Lars Domino. "Inquiry Based Science Education og den sociokulturelt forankrede dialog i naturfagsundervisningen. "Inquiry Based Science Education and the socio-cultural anchored dialogue in science teaching"." Nordic Studies in Science Education 8, no. 2 (September 1, 2012): 162–77. http://dx.doi.org/10.5617/nordina.525.

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Through study, investigation and discussion of the concept Best Practice in science education (Ellebæk & Østergaard, 2009) it was shown, that the dialogue in the teaching sequences was an important factor for the children’s understanding, engagement and interest for the science subjects and phenomena. In this article we will discuss dialogue in the light of sociocultural learning theories, and relate it to Inquiry Based Science Education (IBSE), as the pedagogical and didactical method, which are promoted most strongly these years (e.g. in the inter-European Pollen and Fibonacci projects). The method is central in the action research project NatSats, where focus is on children’s hypothesizing and the way teacher’s use dialogue in their teaching or guiding of children in kindergarten and primary school. Results from the project indicate that an open and interrogative dialogue based on the student’s premises is able to support hypothesizing, which initiates explorative and investigative challenges for the students.
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Rooks-Ellis, Deborah L. "Inquiry-Based Education for Students with Visual Impairment." ISRN Education 2014 (March 4, 2014): 1–7. http://dx.doi.org/10.1155/2014/361685.

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The purpose of the study presented here was to identify and synthesize studies of evidence-based practices for working with students with visual impairment in the science classroom. Expanding a comprehensive literature search conducted in 1992, 10 empirical reports were found and reviewed. A synthesis of the results showed strong support for inquiry-oriented approaches to science instruction for children with disabilities. Evidence also was found that knowledge of science pedagogy for children with disabilities is continuing to increase; however, the literature to support evidence-based methodology for students with visual impairment in the science classroom is sparse. This critical review is a call for research that provides support for inquiry approaches in science education for the learner with a visual impairment.
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Atar, Hakan Y., and Burcu Atar. "INVESTIGATING THE MULTILEVEL EFFECTS OF SEVERAL VARIABLES ON TURKISH STUDENTS’ SCIENCE ACHIEVEMENTS ON TIMSS." Journal of Baltic Science Education 11, no. 2 (June 20, 2012): 115–26. http://dx.doi.org/10.33225/jbse/12.11.115.

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Two-level hierarchical linear modelling was used to analyse data obtained from TIMSS 1999 database to examine the effect of inquiry-based learning on science achievement of eighth-grade students in Turkey. The influence of teachers’ emphasis on scientific reasoning and problem solving and availability of school resources for science instruction on inquiry-based learning and science achievement slopes were also examined. At the student-level, overall plausible values were used as the outcome variable whereas gender, availability of home educational resources, attitude toward science, and inquiry-based learning were predictor variables. At the school level, there were two predictor variables: teachers’ emphasis on scientific reasoning and problem solving and availability of school resources for science instruction. While statistically significant and negative relationship was found between inquiry-based learning and within-school science achievement, there were nonsignificant effects of school-level predictors on inquiry-based learning and science achievement slopes. Key words: HLM, inquiry learning, science achievement, TIMSS.
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ECEVİT, Tuğba, and Dr Fitnat KAPTAN. "Argümantasyona Dayalı Araştırma-Sorgulamaya Uygulamalarının Fen Öğretmen Adayı Eğitimindeki Etkililiği." Kuramsal Eğitimbilim 15, no. 4 (October 31, 2022): 721–57. http://dx.doi.org/10.30831/akukeg.1070893.

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The targeted teacher profile for the 21st century includes the ability to become competent in many areas based on knowledge, skills (cognitive skills, internal skills, social skills, research skills, learning-teaching skills), and values that fit the needs of the age. This study aimed to develop, implement, and evaluate argumentation-based inquiry teaching practices for the training of qualified science teachers. In this context, first, practices in argumentation-based inquiry were developed to educate individuals with mental flexibility; the ability to look at events from different perspectives and to think in alternative ways are necessary skills for the 21st century. Second, the planned argumentation-based inquiry practices were applied for 14 weeks in the “Science Literacy” elective course. To evaluate the effect of the implementation, science teacher candidates’ scientific process skills, high-level thinking skills, and consideration of the nature of science were investigated. A “concurrent triangulation design” was used in this mixed methods research. The study group comprised 38 science teacher candidates. Quantitative data were collected using a scientific process skills test, critical thinking disposition instruments, a metacognitive awareness inventory, and a nature of science views test. Qualitative data were collected through a semi-structured interview and documents (reflective learning diaries, reflective evaluation notes). The results show that the quantitative and qualitative findings support each other. It was determined that the practices carried out during the 14 weeks contributed to the science teacher candidates’ development of scientific process skills, critical thinking tendencies, metacognitive awareness, and views about the nature of science.
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Meilani, R. Sri Martini, and Yasmin Faradiba. "Development of Activity-Based Science Learning Models with Inquiry Approaches." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (April 30, 2019): 86–99. http://dx.doi.org/10.21009/10.21009/jpud.131.07.

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This study aims to develop an activity-based science learning model with an inquiry learning approach for early childhood that can be used to increase the sense of curiosity and scientific thinking in children aged 5-6 years. This research was conducted with research and development / R & D research methods. Data was collected through interviews, observations, questionnaires, pre-test and post-test for children. Data analysis using paired t-test. The results showed that children were interested and enthusiastic in the learning process by using a science-based learning model with the inquiry approach, Sig. (2-tailed) showing results of 0.000, so the value of 0.000 <0.05 was different from before and after the use of learning models. The results showed that: children can understand the material given by the teacher, the child is more confident and has the initiative to find answers to the teacher's questions about science material, the child's curiosity increases to examine the information provided by the teacher, the child's understanding of work processes and procedures from science learning with the inquiry approach getting better. It was concluded that an activity-based science learning model with an inquiry approach for children aged 5-6 years used an activity model with an inquiry learning approach based on children's interests and children's needs so that children's curiosity would emerge and continue to be optimally stimulated. Keywords: Inquiry approach, Learning model, Science Learning References Abdi, A. (2014). The Effect of Inquiry-based Learning Method on Students’ Academic Achievement in Science Course. 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Early Childhood Science Quarterly. Caballero Garcia, P. A., & Diaz Rana, P. (2018). Inquiry-Based Learning: an Innovative Proposal for Early Childhood Education. Journal of Learning Styles, 11(22), 50–81. Cridge, B. J., & Cridhe, A. G. (2011). Evaluating How Universities Engage School Student with The Science: a Model Based on Analysis of The Literature. Australian University Review. Darmadi. (2017). Pengembangan Model dan Metode Pembelajaran dalam Dinamika Belajar Siswa. Yogyakarta: Deepublish. Doǧru, M., & Şeker, F. (2012). The effect of science activities on concept acquisition of age 5-6 children groups. Kuram ve Uygulamada Egitim Bilimleri, 12(SUPPL. 4), 3011–3024. Duran, M., & Dökme, I. (2016). The effect of the inquiry-based learning approach on student’s critical-thinking skills. Eurasia Journal of Mathematics, Science and Technology Education, 12(12), 2887–2908. https://doi.org/10.12973/eurasia.2016.02311a Falloon, G. (2019). Using simulations to teach young students science concepts: An Experiential Learning theoretical analysis. Computers & Education, 135(March), 138–159. https://doi.org/10.1016/j.compedu.2019.03.001 Gerli Silm, Tiitsaar, K., Pedaste, M., Zacharia, Z. C., & Papaevripidou, M. (2015). Teachers’ Readiness to Use Inquiry-based Learning: An Investigation of Teachers’ Sense of Efficacy and Attitudes toward Inquiry-based Learning. International Council of Association for Science Eduacation, 28(4), 315–325. Ginsburg, H. P., & Golbeck, S. (2004). Thoughts on the future of research on mathematics and science learning and education. Early Childhood Research Quarterly, 19(1), 190–200. Gross, C. M. (2012). Science concepts young children learn through water play. Dimensions of Early Childhood, 40(2), 3–11. Diambil dari http://www.proxy.its.virginia.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=78303868&site=ehost-live&scope=site Guo, Y., Piasta, S. B., & Bowles, R. P. (2015). Exploring Preschool Children’s Science Content Knowledge. Early Education and Development, 26(1), 125–146. https://doi.org/10.1080/10409289.2015.968240 Halim, L., Abd Rahman, N., Zamri, R., & Mohtar, L. (2018). The roles of parents in cultivating children’s interest towards science learning and careers. Kasetsart Journal of Social Sciences, 39(2), 190–196. https://doi.org/10.1016/j.kjss.2017.05.001 Jirout, J. J. (2011). Curiosity and the Development of Question Generation Skills, (1994), 27–30. Justice, L. M., & Kaderavek, J. (2004). Embedded-explicit emergent literacy I: Background and description of approach. Language, Speech, and Hearing Services in Schools, 35, 201–211. Lind, K. K. (1998). Science in Early Childhood: Developing and Acquring Fundamental Concepts and Skills. Retrieved from ERIC (ED418777), 85. Diambil dari http://files.eric.ed.gov/fulltext/ED418777.pdf Lind, K. K. (2005). Exploring science in early childhood. (4 ed.). New York: Thomson Delmar Learning. Lindholm, M. (2018). Promoting Curiosity ? Possibilities and Pitfalls in Science Education, (1), 987–1002. Lu, S., & Liu, Y. (2017). Integrating augmented reality technology to enhance children ’ s learning in marine education, 4622(November), 525–541. https://doi.org/10.1080/13504622.2014.911247 Lukas, M. (2015). Parental Involvement of Occupational Education for Their Children. International Multidicilinary Scientific Cocerence on Social Science and Arts. Maltese, A. V, & Tai, R. H. (2011). Pipeline Persistence; Examining The Association of Educational with Earn Degrees i STEM Among US Students. Science Education. Nugent, G., Barker, B., Welsch, G., Grandgenett, N., Wu, C., & Nelson, C. (2015). A Model of Factors Contributing to STEM Learning and Career Orientation. International Journal of Science Education. Pluck, G., & Johnson, H. L. (2011). Stimulating curiosity to enhance learning. Reiser, B. J. (2004). Scaffolding complex learning: The mechanisms of structuring and problematizing student work. Journal of the Learning Sciences, 13(3), 273–304. Sackes, M., Trundle, K. C., & Flevares, L. M. (2009). Using children’s literature to teach standard-based science concepts in early years. Early Childhood Education Journal, 36(5), 415–422. https://doi.org/10.1007/s10643-009-0304-5 Walin, H., & Grady, S. O. (2016). Curiosity and Its Influence on Children ’ s Memory, 872–876. Wang, F., Kinzie, M. B., McGuire, P., & Pan, E. (2010). Applying technology to inquiry-based learning in early childhood education. Early Childhood Education Journal, 37(5), 381–389. https://doi.org/10.1007/s10643-009-0364-6 Wu, S. C., & Lin, F. L. (2016). Inquiry-based mathematics curriculum design for young children-teaching experiment and reflection. Eurasia Journal of Mathematics, Science and Technology Education, 12(4), 843–860. https://doi.org/10.12973/eurasia.2016.1233a Yahya, A., & Ismail, N. (2011). Factor in Choosing Courses and Learning Problems in Influencing The Academic Achievment of Student`s Technical Courses in Three Secondary School in The State of Negei Sembilan. Journal of Technical, Vocational & Eginereing Education. Youngquist, J., & Pataray-Ching, J. (2004). Revisiting ‘“play”’: Analyzing and articulating acts of inquiry. Early Childhood Education Journal, 31(3), 171–178.
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Bodzin, Alec M., and Karen M. Beerer. "Promoting inquiry-based science instruction: The validation of the Ccience Teacher Inquiry Rubric (STIR)." Journal of Elementary Science Education 15, no. 2 (September 2003): 39–49. http://dx.doi.org/10.1007/bf03173842.

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Havu-Nuutinen, Sari, Anttoni Kervinen, Anna Uitto, Aulikki Laine, Anniina Koliseva, Lassi Pyykkö, Pentti Impiö, and Tiina Aittola. "PRE-SERVICE AND IN-SERVICE TEACHERS’ EXPERIENCES OF INQUIRY-BASED PRIMARY SCIENCE TEACHING: A COLLABORATIVE TEAM TEACHING MODEL." Journal of Baltic Science Education 18, no. 4 (August 3, 2019): 583–94. http://dx.doi.org/10.33225/jbse/19.18.583.

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This research clarifies how a collaborative team teaching model (CTTM) can support both pre-service and in-service teachers’ professional development in using inquiry-based science teaching in primary schools. The data were collected via a questionnaire-based survey approach after inquiry projects implementation at public schools in four Finnish cities. In total, 98 pre-service teachers and 51 in-service class teachers were involved in the research. According to their experiences collaborative team teaching was seen as an adequate teaching approach in primary school science lessons. Both in-service and pre-service teachers experienced inquiry-based science teaching enthusiastically and received new ideas, knowledge and skills to carry out inquiries during the school projects. Also, they became more confident to use inquiry-based approach in their teaching. The findings indicate that the CTTM combines pre-service teachers’ professional development and in-service teachers’ expertise and the model successfully support the use of inquiry-based practices in primary school science education. Keywords: collaborative team teaching model, inquiry-based science teaching, survey research, teachers’ experiences.
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Haug, Berit S. "Inquiry-Based Science: Turning Teachable Moments into Learnable Moments." Journal of Science Teacher Education 25, no. 1 (February 25, 2014): 79–96. http://dx.doi.org/10.1007/s10972-013-9375-7.

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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 (December 25, 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 education, increasing the interaction between the student and the concepts under investigation. This article deals with Physics experimental works by using the Xplorer GLX on different levels (confirmation, structured, guided and open inquiry) of inquiry-based learning. The research methodology is based on the provisions of the constructivist education theory underlying the structured, guided and open explorations as an effective educational technology, which promotes a positive attitude towards science, helps to apply the acquired knowledge in different situations, develops higher-level thinking skills, encourages active learning processes. Experimental activities use an inquiry-based approach, based on a small-scale research activity through different levels of inquiry using science learning system Xplorer GLX. The aim of each experimental activity is to gain practical research skills, master research methods, learn how to work safely with the physical equipment, to collect, process and convey the results of experiment and link them to theoretical models, to make generalizations and conclusions. One physics laboratory work (Capacitor Discharge) at the level II, as structured exploration, and level III, as guided exploration, using science learning system Xplorer GLX is presented. A key focus is on learning through collaborative work, supported by practical work. Students work together to collect & analyse data and present their results. Key words: Xplorer GLX, Inquiry-based education, four levels of Inquiry, physics education, computer based experiment.
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Dagys, Džeraldas. "Theoretical Inquiry-Based Learning Insights on Natural Science Education: from the Source to 5E Model." Pedagogika 126, no. 2 (June 5, 2017): 83–98. http://dx.doi.org/10.15823/p.2017.21.

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The article presents a theoretical inquiry-based learning (hereinafter can be called IBL) methodology insights on natural science education. Seeking for an answer to the questions such as when did inquiry-based learning first appeared, which educational philosophy it derived from. It examines on what principles inquiry-based learning is rested on. An overview of IBL models, introduced information on exploration levels. Revealing inquiry-based learning advantages.
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Furtak, Erin Marie, Tina Seidel, Heidi Iverson, and Derek C. Briggs. "Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching." Review of Educational Research 82, no. 3 (September 2012): 300–329. http://dx.doi.org/10.3102/0034654312457206.

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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 meta-analysis 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 quasi-experimental 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 meta-analyses is also discussed.
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Pittaway, Luke. "The Role of Inquiry-Based Learning in Entrepreneurship Education." Industry and Higher Education 23, no. 3 (June 2009): 153–62. http://dx.doi.org/10.5367/000000009788640251.

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This paper introduces a course design that used history and inquiry-based learning to develop science students' understanding of invention, innovation and commercialization processes. First, it explains inquiry-based learning and then introduces a sample course design, explaining the rationale, structure and process. Following on from this introduction, a student case study on the development of Taxol is used to show how inquiry-based learning can enhance science students' understanding of entrepreneurial processes. The case study provides an illustration of the forms of knowledge gained through the use of inquiry-based learning. The paper concludes by highlighting the benefits and challenges of this type of course for the students and pointing out how such a course can provide a different approach for entrepreneurship education targeted at science and engineering students.
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Leonard, Jacqueline, Norma Boakes, and Cara M. Moore. "Conducting science inquiry in primary classrooms: Case studies of two preservice teachers’ inquiry-based practices." Journal of Elementary Science Education 21, no. 1 (January 2009): 27–50. http://dx.doi.org/10.1007/bf03174714.

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Zhao, Li, Wei He, Xiaohong Liu, Kai-Hsin Tai, and Jon-Chao Hong. "EXPLORING THE EFFECTS ON FIFTH GRADERS’ CONCEPT ACHIEVEMENT AND SCIENTIFIC EPISTEMOLOGICAL BELIEFS: APPLYING THE PREDICTION-OBSERVATION-EXPLANATION INQUIRY-BASED LEARNING MODEL IN SCIENCE EDUCATION." Journal of Baltic Science Education 20, no. 4 (August 15, 2021): 664–76. http://dx.doi.org/10.33225/jbse/21.20.664.

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The inquiry-based learning model can facilitate students’ understanding of scientific concepts. Scientific epistemological beliefs (SEBs) are related to students’ beliefs about the nature of the process of knowledge in science education. However, whether the “prediction-observation-explanation” (POE) inquiry-based learning model can facilitate fifth graders’ concept achievement and SEBs in science education has not been extensively studied. This study selected the unit of Light Refraction to explore the effects of POE learning on fifth graders’ science concept achievement and SEBs. The Light Refraction Test and Scientific Epistemological Beliefs measurement were applied to the two groups prior to and following the experiment. The experimental group (N=86) participated in POE inquiry-based learning, whereas the control group (N=88) participated without POE inquiry-based learning. The results revealed a significant difference between the two groups, with the experimental group learners performing better than the control group in the concept achievement. In addition, the results showed better positive effects of POE on experimental group learners’ SEBs in the scales of Source and Certainty. Findings suggested that learners achieved better concept achievements and SEBs with the approach of POE inquiry-based learning, which pointed to certain implications for inquiry-based teaching, as well as in education of future science instructors. Keywords: inquiry-based learning model, light refraction, prediction-observation-explanation, science education, scientific epistemological beliefs
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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 (April 10, 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 consisted of two stages: I – one-week-long core training, and II – one-year-long extended support. Ninety-two science teachers participated in the research. It had a quantitative character and was based on a self-evaluation sheet that was completed three times: before the training, a month after the training, and a year after the training. The research results revealed current Polish science teachers’ practices related to facilitating learning by inquiry and identified the inquiry’s features that were immediately adopted by teachers, those that were adopted after a longer period, and finally, those that were not implemented at all. These results can be especially useful to educators who design and run TEPs in inquiry-based teaching and learning. Keywords: inquiry-based learning, in-service teachers, professional development, science education.
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Prayitno, Baskoro Adi, Duran Corebima, Herawati Susilo, Siti Zubaidah, and Murni Ramli. "CLOSING THE SCIENCE PROCESS SKILLS GAP BETWEEN STUDENTS WITH HIGH AND LOW LEVEL ACADEMIC ACHIEVEMENT." Journal of Baltic Science Education 16, no. 2 (April 25, 2017): 266–77. http://dx.doi.org/10.33225/jbse/17.16.266.

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Science Process Skills (SPSs) are fundamental skills to mastering science. To nurture students' SPS, inquiry based learning and student-center activities may work effectively. This study aims at analyzing: How Inquiry-based Learning and Student Team Achievement Division (INSTAD) affects science process skills compared with inquiry-based learning, Student Teams Achievement Divisions (STAD), and conventional learning method. The participants were 136 grade 7 students from 27 public middle schools in Surakarta, Indonesia. They were divided into 68 students with higher academic (HA) achievement and 68 students with lower academic (LA) achievement. A nonequivalent control group design with pretest and posttest were applied to get data on SPSs using a sort of essay test. The result indicates that: (1) While the outcomes of INSTAD and inquiry-based learning are comparable, they are significantly different compared with the outcomes of STAD and conventional learning. (2) Students in HA group have higher SPS than students in LA groups. (3) INSTAD, on an equal level with inquiry-based learning, significantly increases the students’ SPSs. Compared with other three methods, INSTAD was confirmed the most effective in closing the science process skills gaps between students in HA group and LA group. Keywords: inquiry-based learning, INSTAD, STAD, science process skills.
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García-Carmona, Antonio. "From Inquiry-Based Science Education to the Approach Based on Scientific Practices." Science & Education 29, no. 2 (February 29, 2020): 443–63. http://dx.doi.org/10.1007/s11191-020-00108-8.

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Walan, Susanne, and Birgitta Mc Ewen. "Primary Teachers’ Reflections on Inquiry- and Context-Based Science Education." Research in Science Education 47, no. 2 (March 5, 2016): 407–26. http://dx.doi.org/10.1007/s11165-015-9507-5.

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Gordon, Neil, and Mike Brayshaw. "Inquiry based Learning in Computer Science teaching in Higher Education." Innovation in Teaching and Learning in Information and Computer Sciences 7, no. 1 (June 2008): 22–33. http://dx.doi.org/10.11120/ital.2008.07010022.

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Apedoe, Xornam S., and Thomas C. Reeves. "Inquiry-based Learning and Digital Libraries in Undergraduate Science Education." Journal of Science Education and Technology 15, no. 5-6 (November 18, 2006): 321–30. http://dx.doi.org/10.1007/s10956-006-9020-8.

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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 (July 5, 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 literature review, 110 articles obtained by the Google Scholar engine. We selected different approaches based on the following criteria: (1) they respond to the challenges and expectations of education in the 21st century, (2) technology supports the learning and teaching process, and (3) IBL is combined with some other learning approaches to increase the efficiency of the learning and teaching process. The full texts of 54 studies were read and assessed that satisfied the inclusion criteria. Four categories of hybrid IBL were identified: project-based inquiry learning, game-transformed inquiry-based learning, web-based collaborative inquiry learning, and simulation-based inquiry learning. We define and describe these approaches and present the empirical work in detail. Finally, we compare the presented learning approaches and highlight the limitations of technology integration into the classroom. This study helps to draw attention to the huge pedagogical potential of these technology-supported hybrid IBL approaches and the value of researching them.
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Kang, Jingoo, and Tuula Keinonen. "EXAMINING FACTORS AFFECTING IMPLEMENTATION OF INQUIRY-BASED LEARNING IN FINLAND AND SOUTH KOREA." Problems of Education in the 21st Century 74, no. 1 (December 25, 2016): 31–48. http://dx.doi.org/10.33225/pec/16.74.34.

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Using inquiry has become a universal factor in science education, but teachers often face challenges in implementing inquiry-based learning (IBL) because of, for instance, teachers’ low confidence in conducting inquiry or insufficient school resources. Much research has been conducted to identify the barriers that impede inquiry practice. However, most studies have employed small-scale qualitative methods from a single-country sample, and, thus, the effects of each factor on conducting inquiry in different educational systems have yet to be measured in one statistical model. Accordingly, this research was aimed to explore the extent to which various teacher- and school-factors have respectively affected teachers’ implementation of inquiry-based learning at lower secondary schools. To examine this issue, samples of 496 Finnish teachers in 135 lower secondary schools and 184 Korean teachers in 147 lower secondary schools were selected from the TIMSS 2011 science data set. The findings reveal that teachers’ confidence in teaching science and their collaboration to improve science teaching were strongly associated with facilitating inquiry in both countries, and these two factors’ positive effects on the implementation were partially derived from inquiry-related professional development in the Finnish sample. In addition, class size and school resources were also significantly related to inquiry practice in Finland, and the teachers’ education levels were negatively correlated with the frequency of inquiry practice in Korea. However, in both countries, the teachers’ emphasis on exams was indicated as a non-significant factor in predicting inquiry frequency. The results have implications in respect of the roles of professional development and school environment in increasing IBL practice in school science. Key words: inquiry-based learning, teacher collaboration, teacher confidence.
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Spodniaková Pfefferová, Miriam, Stanislav Holec, Janka Raganová, and Martin Hruška. "Cross-curricular approaches in Inquiry-based Science Teaching." International Journal of Information and Communication Technologies in Education 5, no. 3 (December 1, 2016): 34–43. http://dx.doi.org/10.1515/ijicte-2016-0011.

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Abstract One of the most important goals of science education is to develop understanding of natural systems. It is impossible to comprehensively understand the functioning of natural systems only by knowledge of one subject (physics, chemistry, biology, etc.). Therefore the application of the cross-curricular approach in teaching of science subjects is required. Besides the scientific knowledge the understanding of science research methods is important, too. This can be obtained with the use of inquiry-based activities in science lessons that provide possibilities to show students how science works. The aim of this paper is to introduce the strategy for the use of cross-curricular approaches in inquiry-based activities in science education that was implemented within the Chain Reaction project. The project targeted 14- to 16-year-old students who in groups investigated an interdisciplinary research problem and then presented their findings and experiences at national or international events. Cosmic Web Site represents an example of the activity that encourages students to learn various topics of physics as well as to use their knowledge and skills obtained at computer science lessons. The feedback from the teachers involved in Chain Reaction that was gained with the help of evaluation questionnaires indicates a positive impact of the used approach to the development of students’ skills and motivation to learn science subjects.
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Lummis, Geoffrey W., Julie Boston, Paula Mildenhall, and Stephen Winn. "The UK’s Project Faraday and Secondary STEM Education." Australian Journal of Teacher Education 46, no. 12 (December 2021): 69–91. http://dx.doi.org/10.14221/ajte.2021v46n12.5.

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This ethnographic study reports on the findings from seven English secondary schools that participated in Project Faraday. The project was funded by the Department for Children, Schools and Families to build innovative learning environments to encourage students into upper secondary inquiry-based STEM. Despite the innovative classrooms, the schools emphasised A-Level university entrance science. Technicians prepared for specific science subjects, although teachers acknowledged the value of inquiry-based pedagogies. UK policies prioritising A-Level assessment were found to be impeding inquiry-based STEM, although wealthy schools had the resources to facilitating both A-Level science and inquiry-based STEM through clubs and co-curricular programs. Our data elicited important general design principles to inform makerspaces for inquiry-based STEM for adult learners. We concluded that initial teacher education programs should provide graduates with pedagogical experiences in makerspaces that enabled them to appraise contemporary school learning environments; and be informed about securing safe, flexible, and durable equipment for students.
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Isaksen, Marianne, and Steinar Thorvaldsen. "Hva stimulerer utforskende undervisning i naturfag? Et studium av rollen for læreboken i noen norske ungdomsskoler." Nordic Studies in Science Education 18, no. 3 (November 30, 2022): 337–52. http://dx.doi.org/10.5617/nordina.9350.

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Inquiry-based science education is highly emphasized in recent curricula. Our paper aims to find out more about the connections between science teachers' orientation toward the textbook and the enabling of inquiry-based teaching. It will be important to map this connection better in improving how to facilitate inquiry-based education. The textbook has a strong position in the Norwegian school system, and teaching based on the textbook is often seen as oppositional to inquiry-based teaching. On a national level, more research about the use of textbooks and its implications for science teaching is needed. A survey has been conducted among science teachers at 68 lower secondary schools in three (recently merged into two) counties in Norway. The survey data is used to measure the textbook’s importance for science teachers, and the extent to which the textbook contributes to inquiry in science teaching. Results show that the textbook has a central role for science teachers. The textbook is partly perceived as supportive for facilitating inquiry activities, especially for textbook-oriented teachers. At the same time, the study shows that those teachers who frequently facilitate inquiry are not closely tied to the textbook.
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Ješková, Zuzana, Stanislav Lukáč, Martina Hančová, Ľubomír Šnajder, Ján Guniš, Brigita Balogová, and Marián Kireš. "EFFICACY OF INQUIRY-BASED LEARNING IN MATHEMATICS, PHYSICS AND INFORMATICS IN RELATION TO THE DEVELOPMENT OF STUDENTS´ INQUIRY SKILLS." Journal of Baltic Science Education 15, no. 5 (October 25, 2016): 559–74. http://dx.doi.org/10.33225/jbse/16.15.559.

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The current initiatives at European level urge more emphasis on the implementation of inquiry-based science education (IBSE). Although there are existing studies on the effect of IBSE on understanding science, fewer attempts have been made regarding the development of various inquiry skills. In this research, a model of consistent implementation of inquiry activities across the three subjects of mathematics, physics and informatics was developed and its efficacy with regard to selected inquiry skills development was examined. In order to evaluate the efficacy, a test assessing the level of inquiry skills development was designed. This test was taken by 300 high school students both before and after experimental teaching. In between students were exposed to coherent and intentional multidisciplinary inquiry-based learning within a period of approx. four months. The results showed a statistically significant increase on test scores that is gender independent, however the class specialization played a significant role. The results indicate that the designed model of coactive IBSE implementation is efficacious for inquiry skills development and therefore applicable in school practice. Key words: inquiry skills assessment, inquiry-based science education, inquiry skills, test of inquiry skills.
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