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Artículos de revistas sobre el tema "Inquiry-based learning"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 26 de julio de 2025

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1

Scholes, Julie. "Implementing Inquiry-based Learning in NursingImplementing Inquiry-based Learning in Nursing." Nursing Standard 18, no. 6 (2003): 28. http://dx.doi.org/10.7748/ns2003.10.18.6.28.b81.

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Lewis, Drew, Steven Clontz, and Julie Estis. "Team-Based Inquiry Learning." PRIMUS 31, no. 2 (2019): 223–38. http://dx.doi.org/10.1080/10511970.2019.1666440.

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Roys, Cahyono Edy, and Isdaryanti Barokah. "The Effectiveness of Learning with the Problem Based Learning Model of Guided Inquiry Based on Local Wisdom in Class V Science Learning Content at SD Negeri Siotapin, Buton Regency." INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCH 2, no. 06 (2023): 314–19. https://doi.org/10.5281/zenodo.8032926.

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The purpose of this study was to determine the effectiveness of learning with the guided inquiry problem-based learning model based on local wisdom in the fifth grade science learning content at SD Negeri Siotapina, Buton Regency. This research is a quantitative research factorial design. The sample in this study were fifth grade students at SD Negeri 24 Buton and fifth grade students at SD Negeri 38 Buton with a total of 78 students. The results showed 1) Learning with the guided inquiry problem-based learning model based on local wisdom in effective learning content was carried out in the Sc
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4

Mikroyannidis, Alexander, Alexandra Okada, Peter Scott, et al. "weSPOT: A Personal and Social Approach to Inquiry-Based Learning." JUCS - Journal of Universal Computer Science 19, no. (14) (2013): 2093–111. https://doi.org/10.3217/jucs-019-14-2093.

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weweSPOT is a new European initiative proposing a novel approach for personal and social inquiry-based learning in secondary and higher education. weSPOT aims at enabling students to create their mash-ups out of cloud-based tools and services in order to perform scientific investigations. Students will also be able to share their inquiry accomplishments in social networks and receive feedback from the learning environment and their peers. This paper presents the research framework of the weSPOT project, as well as the initial inquiry-based learning scenarios that will be piloted by the project
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Bondarenko, Natalia Grigoryevna. "Education and Information Technology: Blended Learning and Inquiry-based Learning Innovative Solutions." Journal of Advanced Research in Dynamical and Control Systems 12, no. 01-Special Issue (2020): 386–93. http://dx.doi.org/10.5373/jardcs/v12sp1/20201086.

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Wolf, Maya, and Alix Laferriere. "Crawl into Inquiry-Based Learning." Science Activities: Classroom Projects and Curriculum Ideas 46, no. 3 (2009): 32–38. http://dx.doi.org/10.3200/sats.46.3.32-38.

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7

Ernst, Dana C., Angie Hodge, and Stan Yoshinobu. "What Is Inquiry-Based Learning?" Notices of the American Mathematical Society 64, no. 06 (2017): 570–74. http://dx.doi.org/10.1090/noti1536.

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Younker, Betty Anne, and Jillian Bracken. "Inquiry-Based Learning Through Birdsong." Journal of Music Teacher Education 24, no. 3 (2014): 37–52. http://dx.doi.org/10.1177/1057083714527110.

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9

Chang, K.-E., Y.-T. Sung, and C.-L. Lee. "Web-based collaborative inquiry learning." Journal of Computer Assisted Learning 19, no. 1 (2003): 56–69. http://dx.doi.org/10.1046/j.0266-4909.2003.00006.x.

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10

Kirubaraj, Hephzibah Samuel, and Nalini Jeyavanth Santha. "Inquiry Based Learning: An Introspection." Asian Journal of Nursing Education and Research 8, no. 1 (2018): 145. http://dx.doi.org/10.5958/2349-2996.2018.00030.7.

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11

Deliman, Amanda, and Kimberly Lott. "Inquiry-Based Learning on Biomimicry." Science and Children 60, no. 6 (2023): 20–24. http://dx.doi.org/10.1080/00368148.2023.12315919.

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12

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 (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 Scien
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13

Kim, Dong, and JingTao Yao. "A Treasure Hunt Model for Inquiry-Based Learning in the Development of a Web-based Learning Support System." JUCS - Journal of Universal Computer Science 16, no. (14) (2010): 1853–81. https://doi.org/10.3217/jucs-016-14-1853.

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One of the main problems of web-based learning is staying motivated at a sufficientlevel. Learning games offering challenges and entertainment may stimulate student motivation for learning and mitigate this problem. Web-based learning support systems combined with learninggames may efficiently promote learning by encouraging student participation in learning. This study introduces a treasure hunt model, which represents the idea of inquiry-based learning usingset theory. We demonstrate this via a prototype of a web-based learning support system called OTHI, which employs an online treasure hun
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14

Dewi, Anjani, Maridi, and Suciati. "Inquiry Based Learning Module to Empower Cooperation Skills." Journal of Education and Learning (EduLearn) 12, no. 2 (2018): 172–78. https://doi.org/10.11591/edulearn.v12i2.8268.

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The education in the 21 st  century focuses on knowledge and encourages  students to generate information and encourage developing new skills. The framework of 21 st  century learning skill is communication, collaboration,  critical thinking, creativity and innovation. A cooperation skill in the world of education is an important thing to be done in learning. Therefore, a solution is needed to optimize student empower cooperation skills process by using the teaching material in the form of module. The objective of this research is to know the effectiveness of inquiry based
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15

Zubac, Ion. "ANCHORING STUDENTS IN ACTION THROUGH INQUIRY-BASED LEARNING." Journal of Social Sciences III (1) (March 23, 2020): 19–22. https://doi.org/10.5281/zenodo.3724623.

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The article highlights the student's position, as well as the student's mission in inquiry-based learning. Teaching science exclusively in the traditional consecrated form is not a sufficient condition to develop student's ability to ask unique questions to both themselves and their classmates. Teaching the sciences only in teacher-centered form implies a reduced dynamization of the student's activity in the educational process, compared to the dynamism acquired by students in inquiry-based learning. The impact to improve teaching process by developing the ability to ask questi
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16

Kim, Yunkyoung. "Show me the Learning!: Practical Applications of IB Education for Concept-Based Inquiry Learning." Asian Qualitative Inquiry Association 3, no. 2 (2024): 139–53. https://doi.org/10.56428/aqij.2024.3.2.139.

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17

Najimova, Nargiza Muxiddinovna. "IMPORTANCE OF INQUIRY-BASED LEARNING IN THE LEARNING PROCESS." Eurasian Journal of Academic Research 2, no. 1 (2022): 18–20. https://doi.org/10.5281/zenodo.5822599.

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18

Nzomo, Christine Mueni, Peter Rugano, and John Mungai Njoroge. "Relationship between inquiry-based learning and students' attitudes towards chemistry." International Journal of Evaluation and Research in Education (IJERE) 12, no. 2 (2023): 991–97. https://doi.org/10.11591/ijere.v12i2.24165.

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Students’ attitudes towards science subjects and especially chemistry have been attributed to the use of inquiry-based learning (IBL). The students’ attitudes are important predictors of academic achievement. The consistently poor performance in chemistry among secondary school students has been an issue of concern. This study sought to establish whether IBL has been used in the teaching of chemistry and if it had any influence on students’ attitudes towards chemistry. The study employed a correlational research design that involved conducting a survey of 21 teachers who were
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19

Khonkla, Jiratchaya, Jutatip Thumsiriwat, Bongkotkorn Supakesorn, Titiworada Polyiem, and Parichart Prasertsang. "Learning outcomes of an integrated inquiry-based and problem-based learnings for grade 8 science students." Journal of Green Learning 4, no. 1 (2024): 23–32. https://doi.org/10.53889/jgl.v4i1.366.

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The purpose of this study aims to investigate the effects of integrated inquiry-based learning and problem-based learning for improving grade 8 student science learning achievement of force and motion, and to study students’ satisfaction with the learning management plan designed using the integration of integrated inquiry-based learning and problem-based learning. The participants were 39 of grade 8 students from a public school in Thailand. The instruments were a learning management plan designed using the integration of integrated inquiry-based learning and problem-based learning, a 4-multi
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20

Panasan. "Learning Outcomes of Project-Based and Inquiry-Based Learning Activities." Journal of Social Sciences 6, no. 2 (2010): 252–55. http://dx.doi.org/10.3844/jssp.2010.252.255.

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21

Wichmann, Astrid, and Detlev Leutner. "Inquiry Learning." Zeitschrift für Pädagogische Psychologie 23, no. 2 (2009): 117–27. http://dx.doi.org/10.1024/1010-0652.23.2.117.

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Seventy-nine students from three science classes conducted simulation-based scientific experiments. They received one of three kinds of instructional support in order to encourage scientific reasoning during inquiry learning: (1) basic inquiry support, (2) advanced inquiry support including explanation prompts, or (3) advanced inquiry support including explanation prompts and regulation prompts. Knowledge test as well as application test results show that students with regulation prompts significantly outperformed students with explanation prompts (knowledge: d = 0.65; application: d = 0.80) a
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22

Kaiyrzhan, M. M., and M. B. Abdimazhitova. "APPLICATION OF INQUIRY-BASED LEARNING BY KAZAKHSTANI INSTRUCTORS IN THE CLASSROOM." DULATY UNIVERSITY BULLETIN 2, no. 10 (2023): 42–46. http://dx.doi.org/10.55956/dlig3903.

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The article "Research on the use of research learning by Kazakh teachers in the classroom" examines the use of research learning in educational institutions in Kazakhstan. The authors describe the experience of teachers in applying this teaching method, the features of its use, as well as the advantages and disadvantages of this approach. The article concludes that research learning can be an effective way to increase student motivation and develop their creative skills, which, in turn, will significantly affect the quality of education.
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23

Messina, Paula. "Footprints as Inquiry-Based Learning Tools." Journal of Geoscience Education 48, no. 5 (2000): 667–72. http://dx.doi.org/10.5408/1089-9995-48.5.667.

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24

GASQUE, Kelley Cristine Gonçalves Dias. "Information literacy for inquiry-based learning." Transinformação 28, no. 3 (2016): 253–62. http://dx.doi.org/10.1590/2318-08892016000300001.

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Abstract Given the importance of focus on globalized curriculum, this study presents a review of the literature on issues related to the nature of learning contents and curriculum, especially the development of curriculum based on the research process - inquiry-based learning - in terms of information literacy. Some hypotheses were formulated to explain the lack of studies on this topic, such as the level of development of information literacy programs, pedagogical training of librarians, and educational institutions' perceptions of the importance of information literacy. Recommendations for f
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25

Khlebosolova, O. A. "Geography lesson using “Inquiry-based learning”." Geography in School, no. 6 (2022): 45–51. http://dx.doi.org/10.47639/0016-7207_2022_6_45.

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26

Soares, Lina. "Placed-based Education for Inquiry Learning." International Journal for Cross-Disciplinary Subjects in Education 13, no. 1 (2022): 4578–85. http://dx.doi.org/10.20533/ijcdse.2042.6364.2022.0562.

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Campo, Daniel, and Eva Garcia-Vazquez. "Inquiry-based learning of molecular phylogenetics." Journal of Biological Education 43, no. 1 (2008): 15–20. http://dx.doi.org/10.1080/00219266.2008.9656144.

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28

Lazonder, Ard W., and Ruth Harmsen. "Meta-Analysis of Inquiry-Based Learning." Review of Educational Research 86, no. 3 (2016): 681–718. http://dx.doi.org/10.3102/0034654315627366.

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29

Xie, Charles, and Edmund Hazzard. "Infrared Imaging for Inquiry-Based Learning." Physics Teacher 49, no. 6 (2011): 368–72. http://dx.doi.org/10.1119/1.3628268.

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30

Kinsey, L. Christine, and Teresa E. Moore. "Narrative Structure in Inquiry-Based Learning." PRIMUS 25, no. 3 (2014): 212–20. http://dx.doi.org/10.1080/10511970.2014.921650.

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31

Beheshti, Jamshid, Charles Cole, Carol Kuhlthau, and Dania Bilal. "Enabling systems for inquiry-based learning." Proceedings of the American Society for Information Science and Technology 50, no. 1 (2013): 1–3. http://dx.doi.org/10.1002/meet.14505001011.

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Abdul Jalil, Abas. "PEMBELAJARAN BERBASIS PENYELIDIKAN (INQUIRY-BASED LEARNING)." Iftitah: Jurnal Ilmiah Pendidikan Islam Anak Usia Dini 1, no. 2 (2025): 1–8. https://doi.org/10.55656/ijpiaud.v1i2.368.

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Pembelajaran Berbasis Penyelidikan (Inquiry-Based Learning/IBL) merupakan pendekatan pedagogis yang menekankan peran aktif siswa dalam menemukan dan memahami konsep melalui penyelidikan. Pendekatan ini bertujuan untuk mengembangkan keterampilan berpikir kritis, pemecahan masalah, serta kemandirian belajar. Dalam pembelajaran berbasis penyelidikan, siswa tidak hanya menerima informasi secara pasif, tetapi juga dilatih untuk bertanya, mengamati, mengajukan hipotesis, mengumpulkan data, serta menarik kesimpulan sendiri. Artikel ini mengulas konsep dasar pembelajaran berbasis penyelidikan, ciri-ci
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33

Juan, Rubio Antonio Daniel, and Conesa Isabel María Garcia. "Inquiry-based learning in Primary Education." Journal of Language and Linguistic Studies 18, no. 2 (2022): 623–47. https://doi.org/10.5281/zenodo.14668692.

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Different methodologies have arisen in the last century, and all of them advocate for a change of the traditional method. In this paper, Inquiry-Based Learning is introduced in an experimental group (17 students) to see the different results of children following this innovative method as compared to the control group (16 students) that followed the traditional method. The participants of the study are doing the third year of Primary Education in Spain. The assessment results showed that although just after the post-test both groups did not have significant differences, they became more promin
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Buckner, Elizabeth, and Paul Kim. "Integrating technology and pedagogy for inquiry-based learning: The Stanford Mobile Inquiry-based Learning Environment (SMILE)." PROSPECTS 44, no. 1 (2013): 99–118. http://dx.doi.org/10.1007/s11125-013-9269-7.

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Pedaste, Margus, Mario Mäeots, Leo A. Siiman, et al. "Phases of inquiry-based learning: Definitions and the inquiry cycle." Educational Research Review 14 (February 2015): 47–61. http://dx.doi.org/10.1016/j.edurev.2015.02.003.

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Bako, Aliyu. "Critical Thinking Skills of Physics Teachers for Inquiry Based Learning Practices." International Journal of Psychosocial Rehabilitation 24, no. 5 (2020): 486–96. http://dx.doi.org/10.37200/ijpr/v24i5/pr201713.

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Yu, Siliang, Nirat Jantharajit, and Sarit Srikhao. "An instructional approach in mathematics learning for fourth-grade students based on collaborative learning and inquiry-based learning." Asian Journal of Contemporary Education 8, no. 2 (2024): 77–92. http://dx.doi.org/10.55493/5052.v8i2.5099.

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This study combines collaborative learning and inquiry-based learning, analyzes the characteristics of fourth-grade mathematics textbook, and designs a instructional model based on collaborative learning and inquiry-based learning. Based on this instrcutional model, this study adopts a quasi-experimental design, involving 142 fourth-grade students from a public primary school in Chengdu, China, using pre-tests and post-tests to measure the effectiveness of the instrcutional model. The main research results indicate that students who receive instrcutional approach based on collaborative learnin
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38

Thangjai, Natnaree, and Wittaya Worapun. "Developing Inquiry Learning Characteristics of Grade 7 Students Using Integrated 5E’s of Inquiry-Based Learning and Game-Based Learning." Journal of Educational Issues 8, no. 1 (2022): 137. http://dx.doi.org/10.5296/jei.v8i1.19547.

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Inquiring learning characteristics are desirable learning behaviors that could lead to achievement in science education. The purpose of the study was to investigate the effectiveness of integrated 5E’s of inquiring-based learning and game-based learning management on grade 7 students inquiring learning characteristics. The study was conducted in an action research approach consisting of two learning circles of planning, acting, evaluating, and reflecting. The participants were 8 7-grade students in Anukulnaree School, Thailand using the purposive sampling method. The participants were selected
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Sulawanti, Ezha Vandia, Agus Ramdani, and Putu Artayasa. "The Validity of Blended Learning-Based Laboratory Inquiry Learning Tools." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 9, no. 1 (2021): 95. http://dx.doi.org/10.33394/j-ps.v9i1.3965.

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The purpose of this study was to determine the validity of the blended learning-based laboratory inquiry learning device. This type of research includes research and development. The development research procedure carried out in the development of blended learning-based laboratory inquiry learning tools refers to the 4D development steps, namely define, design, develop and disseminate. The blended learning-based inquiry learning tool developed consists of a syllabus, lesson plans, LKPD, modules, and evaluation instruments. This study only focuses on content and construct validity which were va
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Magee, Dashia, and A. J. Meier. "Science Education and Culture: Inquiry-Based Learning." Journal of Intercultural Communication 11, no. 3 (2011): 1–14. http://dx.doi.org/10.36923/jicc.v11i3.538.

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At a time when inquiry-based science education is finding increased acceptance, US classrooms are exhibiting a significant increase in diversity. This necessitates attention to the compatibility between the culture of inquiry teaching and the broad range of cultures that form students’ backgrounds. Although some research has considered students’ cultural backgrounds and the roles these might play in the effectiveness of an inquiry approach, none has focused on the specific characteristics of an inquiry approach that might constitute cultural "biases" for a broad range of students with a concom
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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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Putri, Neng Intan Purnama, and Rostina Sundayana. "Perbandingan Kemampuan Komunikasi Matematis Siswa antara Problem Based Learning dan Inquiry Learning." Plusminus: Jurnal Pendidikan Matematika 1, no. 1 (2021): 157–68. http://dx.doi.org/10.31980/plusminus.v1i1.1034.

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Mathematical communication skills are the basic skills that students must have. The facts show that students' mathematical communication skills are still low. Efforts are needed to improve mathematical communication skills, including the Problem Based Learning model and the Inquiry Learning model. This study aims to analyze the comparison of students 'mathematical communication skills with the Problem Based Learning model and the Inquiry Learning model, to analyze the quality of the improvement, and to analyze the students' attitudes towards the two models. The research method is quasi-experim
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Borovay, Lindsay A., Bruce M. Shore, Christina Caccese, Ethan Yang, and Olivia (Liv) Hua. "Flow, Achievement Level, and Inquiry-Based Learning." Journal of Advanced Academics 30, no. 1 (2018): 74–106. http://dx.doi.org/10.1177/1932202x18809659.

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Beyond cognitive outcomes, inquiry instruction can have positive general and differentiated affective outcomes. In this exploratory study, teacher-nominated high- to low-average achievers in Grades 5 through 9 ( N = 272, mean age 11.7 years), in classrooms exhibiting rare, occasional, and frequent inquiry qualities, were assessed on Csikszentmihalyi’s construct of flow, following a recent unit and reflecting on their favorite subject. We focused on flow because it addresses education and life in general, and flow and inquiry invoke challenge and persistence. Interviews complemented these data.
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Nurasyah, Dewi Napitupulu. "The urgency of the multi-model approach in learning environmental physics to achieve learning goals." World Journal of Advanced Research and Reviews 13, no. 3 (2022): 431–37. https://doi.org/10.5281/zenodo.6414073.

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Some learning models that can improve creative thinking skills are CPS (Creative Problem Solving), IBL (Inquiry-Based Learning), JUCAMA (Problem Submission and Solving), PBL (Problem Based Learning), SSCS (Search, Solve, Create, Share), Quantum Learning, PjBL (Project Based Learning) and PQ4R (Preview, Question, Read, Reflect, Recite, Review). However, the combination of IBL, PBL, and PjBL models in one teaching activity is essential to create exciting and dynamic learning conditions. These three models have a more structured learning syntax than the other models. The IBL learning model has ad
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Fitri, Nurul Rahmiah, Muhammad Rusdi, and Muhammad Haris Effendi-Hasibuan. "The effect of argumentation-oriented learning models, inquiry-based learning models and science process skills on students' argumentation ability in chemistry." Jurnal Pendidikan Kimia 14, no. 3 (2022): 180–86. http://dx.doi.org/10.24114/jpkim.v14i3.39788.

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One of the models whose learning syntax matches the science process skill component and students' argumentation ability is the inquiry model. Inquiry models have been widely applied, such as Guided Inquiry Based Learning (GIBL), and modified, such as the Argument Driven Inquiry (ADI) and Argumentative Inquiry Blended Learning (AIBL) learning models, where the ADI and AIBL learning models in the learning syntax have been integrated with argumentation activities. The purpose of this study was to examine the effect of learning models and students' science process skills on students' argumentation
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46

Utami, Seftiani, and Sri Sundari. "Inquiry-Based Learning for Improving Student Learning Outcomes: Literature Review." Jurnal Penelitian & Pengembangan Pendidikan Fisika 5, no. 1 (2019): 49–62. http://dx.doi.org/10.21009/1.05106.

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The learning process has entered the 21st century and shifted from Teacher Center Learning (TCL) to Student Center Learning (SCL). Therefore, to improve student learning achievement and activity, innovative learning models are needed to provide more active learning opportunities for students in the learning process. There are a number of innovative learning models, one of which can improve student achievement and activity is inquiry-based learning. It would be better for students to discuss lessons or try to learn the material first, then present the results in front of the class and discuss w
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47

Aco, Sitti Nurridha, Sari Rahayu Rahman, and Firman Firman. "Using inquiry-based learning to strengthen student learning outcomes." Journal of Research in Instructional 1, no. 1 (2021): 1–12. http://dx.doi.org/10.30862/jri.v1i1.2.

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The research objective is to strengthen student learning outcomes using inquiry-based learning. This type of research is called classroom action research. This study's subjects were 34 students of class X MIPA 4 SMA Negeri 1 Wonomulyo, consisting of 12 boys and 22 girls. The instrument used to measure students' learning outcomes in this study was a multiple-choice test of 50. The indicator that shows the success of the research implementation is that students can achieve a minimum completeness value of 80% at a minimum standard score of 65. Based on the results of the classroom action research
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48

Mui, Ma So. "Experiencing Clay: Inquiry-based Learning and Assessment for Learning." International Journal of Art & Design Education 29, no. 3 (2010): 244–56. http://dx.doi.org/10.1111/j.1476-8070.2010.01664.x.

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Lynott, Francis J., and Gina L. Bittner. "Moving Toward Developing Inquiry Skills: Inquiry-Based Learning in Physical Education." Strategies 32, no. 2 (2019): 32–38. http://dx.doi.org/10.1080/08924562.2018.1560135.

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Turner, Ronna C., Elizabeth A. Keiffer, and Gregory J. Salamo. "Observing Inquiry-Based Learning Environments Using the Scholastic Inquiry Observation Instrument." International Journal of Science and Mathematics Education 16, no. 8 (2017): 1455–78. http://dx.doi.org/10.1007/s10763-017-9843-1.

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