Inquiry-based learning approach; A new look at basic science education

کریمی, ناصر; Vahedi, Hossein

Inquiry-based learning approach; A new look at basic science education

Document Type : Review article

Authors

¹ استادیار فیزیک گروه علوم پایه، دانشگاه فرهنگیان، تهران، ایران

² Assistant Professor in Educational Science and Psychology Department, Farhangian University, Tehran, Iran

Abstract

There are many approaches to teaching science, and among them, the inquiry-based approach has significant support from science educators. A good education should basically be a judicious combination of approaches, the research approach being one of them. This research aims to introduce the inquiry-based learning method in the teaching of basic sciences, especially in the field of chemistry, to students. The current research method is a review of research literature. Researches conducted in the field of inquiry-based learning, especially in chemistry education, have been examined. The research results show that the learning with inquiry-based learning method refers to student activities in which they develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world. In the inquiry-based approach, students learn to formulate ideas and explanations about specific phenomena and then conduct simple investigations to test their ideas. the use of inquiry-based learning method improves academic performance and also has a significant effect on academic motivation and positive emotions. Learning by this method as a result, due to the active participation of students and obtaining answers through their own efforts, it has a high durability.

Keywords

References

Ahtee, M., & Varjola, I. (1998). Students’ understanding of chemical reaction. International Journal of Science Education, 20(3), 305–316.

Barab, S., & Squire, K. (2004). Design-based research: putting a stake in the ground. The Journal of the Learning Sciences, 13, 1–14.

Baran, M., & Maskan, A. (2011). The effect of project-based learning on pre-service physics teachers electrostatic achievements. Cypriot Journal of Educational Sciences, 5, 243-257.

Bruce, B. C., & Casey, L. (2012). The practice of inquiry: a pedagogical ‘sweet spot’ for digital literacy? Computers in the Schools, 29, 191–206. doi:10.1080/07380569.2012.657994.

Conole, G., Scanlon, E., Littleton, K., Kerawalla, L., & Mulholland, P. (2010). Personal inquiry: innovations in participatory design and models for inquiry learning. Educational Media International, 47, 277–292. doi:10.1080/09523987.2010.535328.

de Jong, T., van Joolingen, W. R., Giezma, A., Girault, I., Hoppe, U., Kindermann, J., et al. (2010). Learning by creating and exchanging objects: the SCY experience. British Journal of Educational Technology, 41, 909–921. doi:10.1111/j.1467-8535.2010.01121.x.

de Vos, W., & Verdonk, A. H. (1985). A new road to reactions part 1. Journal of Chemical Education, 62, 238–240.

Felder, R. M. & Grant, R. (2009). Active Learning an Introduction. ASQ Higher Education Brief, 2 (4), 2009, 1-5.

Grander, J.N. & Jewler, A. J. (2000). your college experience: Strategies for Success. Wadsworth publishing company.

Johnson, P. (2002). Children’s understanding of substances, Part 2: Explaining chemical change. International Journal of Science Education, 24, 1037–1054

Kind, V. (2004). Beyond appearances: Students’ misconceptions about basic chemical ideas. Royal Society of Chemistry.

National Council of Educational Research & Training. (2014). Position paper:

National focus group on teaching science.

Olusegun BS. Constructivism Learning Theory: A Paradigm for Teaching and Learning. Journal of Research & Method in Education. 2015; 5 (6): 66-70.

Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, A.N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C. & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61.

Robinson, J. (2005). Identifying pedagogical content knowledge (PCK) in the chemistry laboratory. Chemistry Education Research and Practice, 6(2), 83–103.

Shamin Padalkar, s., Ramchand, M., Shaikh, R., & Vijaysimha, I. (2023). Science Education. london: routledge

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14

Tatar, N. (2012). Inquiry-based science laboratories: an analysis of pre-service teachers’ beliefs about learning science through inquiry and their performances. Journal of Baltic Science Education, 11, 248–266.

Vogelezang, M. J. (1987). Development of the concept ‘chemical substance’ – Some thoughts and arguments. International Journal of Science Education, 9(5), 519–528.