Inquiry Based Learning (IBL)

EFFECTIVE INQUIRY-BASED LEARNING STRATEGIES 2
Abstract
The purpose of this action research is to compare the effectiveness of Inquiry-Based Learning (IBL) over Traditional pedagogical techniques in stimulating student engagement and motivation, increasing science knowledge and developing science skills, and determining the most effective IBL strategies that cause student learning. The study involved six classes in G 10-12 studying science courses, with a total number of 116 students. The classes were divided during the first lesson into two groups: 1) classes taught traditionally and 2) classes taught using IBL strategies. During the second lesson, the two groups were switched. The collected data included three sets of data for each of the three focus questions. Measuring student engagement was done using a student Interest in Science Survey, Student journals and reflections, and teachers’ observation and video analysis. The growth in student science knowledge and science skills development were assessed using objective oriented quizzes, Scientific Method Projects, Teacher observations. The effectiveness of the different IBL strategies were evaluated using student Science Skills evaluation by teachers, Student inquiry survey, Post-intervention student survey.
The results supported the effectiveness of IBL on student engagement, learning, and depth of understanding. It provides a guide for teachers for planning IBL lessons using the most effective planning and inquiry strategies, as revealed by the results.
Keywords: Inquiry-based learning, Problem-based learning, Project-based learning, design backwards, essential questions, learning, understanding.

This qualitative case study, which draws on an action research methodology, explores the use of Inquiry-Based Learning (IBL) in the teaching of Mathematics to students with Social, Emotional and Behavioural Difficulties (SEBD). The aims of this research were: (i) to explore how students with SEBD experience IBL in Mathematics; (ii) to explore how the teacher can use IBL to provide students with SEBD with more meaningful learning experiences in Mathematics; and (iii) explore whether or not IBL improves student motivation towards Mathematics and gives a better understanding of the subject.

The participants of this study were the Mathematics teacher and his 13 students in the school’s Mathematics Core Programme Form 3 class. The data was collected during the 2010-2011 scholastic year: After creating an IBL-friendly classroom environment in the first months, the actual implementation of the IBL pedagogy and the data collection were carried out over a 15 week period starting in late January 2011. The main data sources included teacher observations (which were captured in situ in field notes and later elaborated in a reflective journal), in-depth interviews with students, focus group sessions with students, students’ work and journal writings.

The research findings indicate strongly that IBL can benefit the learning of Mathematics of students with SEBD. This was particularly evident when a cooperative learning environment was created in which students felt safe and worked together.

Στο παρόν εκπαιδευτικό σενάριο μελετάται το απλό ηλεκτρικό κύκλωμα μέσα από τη διερευνητική προσέγγιση, χρησιμοποιώντας σχετική προσομοίωση από το PhET Colorado. Το εκπαιδευτικό σενάριο υλοποιήθηκε στην Α΄ τάξη Εσπερινού ΕΠΑ.Λ., στο μάθημα «Αρχές Ηλεκτρολογίας και Ηλεκτρονικής (2Θ)» για τρεις διδακτικές ώρες. Το συγκεκριμένο σενάριο αφορούσε στην πραγματοποίηση της ενότητας της πρακτικής άσκησης, στην εκπαίδευση επιμορφωτών Β’ επιπέδου Τ.Π.Ε., που διοργανώθηκε από το Ινστιτούτο Εκπαιδευτικής Πολιτικής (Ι.Ε.Π.) με τη συγχρηματοδότηση της Ελλάδας και της Ευρωπαϊκής Ένωσης, στο πλαίσιο του ΕΣΠΑ 2014 – 2020.

Inquiry-based learning (IBL) represents the student-centered approach that focuses on encouraging learners to scientifically construct new knowledge. The study aimed to explain science teachers’ and students’ perceptions about applying IBL in a private school in Dubai. Furthermore, to explore the degree to which the science textbook of Grade 8 promotes inquiry instruction. A mixed-method approach was applied where two questionnaires were conducted and an evaluation rubric was used to analyze the textbook to explore the extent to which it supports IBL. The findings revealed that teachers showed progress in applying inquiry instruction and students became more engaged in learning.

This study aims to reveal the effect of inquiry-based learning strategies to students' learning persistence in science subjects in junior high school. The design of this research was pre-test post-test control group design. Learning Science is done by stages of inquiry learning in grade 8 students for six meetings in the experimental class with 16 students of class 8. In the classroom controlled learning with conventional strategy was employed. The results showed that there was a significant effect of inquiry-based learning strategy on student's learning persistence.

Inquiry-based learning is becoming a widely recognized and used
pedagogical approach. However, existing research has largely
focused on inquiry learning in science education, neglecting fields
such as social studies (SS). In Singapore, inquiry learning in SS
received an impetus when a component called “Issue Investigation”
(II) was introduced into the compulsory secondary school syllabus of
2016. Given the recency of this introduction, there has been a lacuna
of empirical research. Addressing both these research gaps, this
paper presents qualitative findings from a preliminary study of
Singapore secondary school SS teachers’ perspectives and experiences
relating to II. Building on a recognition of teacher agency and
of the role teachers play in mediating curriculum and teaching/
learning, this paper focuses on how teachers interpret the nature of
inquiry learning in SS in the Singapore context. Findings suggest that
teachers held broadly two conceptions of II: some saw it as aimed
towards working out practical solutions to societal issues in the spirit
of participative citizenship; others treated it akin to a social science
inquiry process that fostered critical and analytical thinking. In addition,
the challenges teachers encountered in implementing and
enacting II, and their coping strategies are also briefly discussed.

Science Education is at a crucial point in America.  Because of perceived shortfalls, changes are currently being made both at elementary and secondary levels that may change not only how science is taught, but what is taught in science.  International tests indicate that America is doing fairly well at teaching scientific facts, but it is not a clear leader.  However, until a better way to determine the effectiveness of education systems in creating free thinkers who can problem-solve is developed, it is unwise to claim that American science education is inferior.  The No Child Left Behind approach to teaching science tends to promote factual knowledge but not necessarily thinking skills.  Inquiry Based Learning promotes the scientific method.  STEM (Science, Technology, Engineering, and Mathematics) is the new method that emphasizes practical applications for science and will likely bring new funds and energy into science curriculum but could also be used to censor minority opinions on some scientific topics.  While some think there is need of more censorship of certain topics such as creationism and denial of a climate crisis, these topics allow students to practice analyzing differing viewpoints and evaluating arguments.  Though the courts have decided that Creationism has little place in the classroom, at least one in eight science teachers use it as a way to promote critical thinking in the classroom.  Instead of criticizing science teachers for the way they teach and pointing to international test scores as evidence that they are not doing their job, people need to recognize that the goals of American science teachers are different than those of other countries.  Science teachers in America face, not only the task of teaching students content knowledge but also teaching them to analyze differing viewpoints on controversial topics that relate to science.

Le IBL (Inquiry based learning) est un mode d’apprentissage actif et participatif où l’apprenant prend part autant que l’enseignant à sa propre formation. Adhérant à ce mode, l’expérience d’un lieu est qualifiée d’apprentissage créatif. En atelier de 1ère année architecture à  l’ENAU , cette expérience relève de la première étape de l’initiation à la conception architecturale. Se situant à 3 semaines de la rentrée universitaire, l’apprentissage de la représentation par le croquis en constitue le support. Il est le premier exercice, pour les étudiants couronné par un jury d’enseignants. A l’occasion de cette épreuve, les apprenants novices représentent graphiquement un lieu où ils passent 10 heures par semaine, 3 semaines durant. Cette représentation comporte 4 croquis dessinés selon une méthode particulière respectant les règles de la perspective conique mais contournant les difficultés qu’elle impose aux apprenants. Toutefois, l’expérience ne se restreint pas à cet apprentissage technique nécessaire à tout futur architecte. Elle investit, à travers le dessin de libre expression la représentation schématique comme acte mental mobilisateur des ressources cognitives et sensibles de l’étudiant.
Le croquis contribue à développer chez l’étudiant de 1ère année architecture sa capacité à observer et à représenter son environnement. Le schéma de représentation mentale concoure à ce développement et le pousse à chercher dans ses propres ressources, les moyens et les outils adéquats pour représenter et rendre intelligible sa perception d’un lieu. Les résultats de cette expérience montrent, qu’au-delà de sa visée technique, l’apprentissage du croquis en 1ère année architecture peut être qualifié de créatif. 
Mots Clés— Expérience ; Implication ; Perception ; Représentation ; Apprentissage.

Purpose – The purpose of this paper is to provide an overview of a commissioned research study that analyzed a schooling initiative with the ambitious goal of transforming learning environments across the district by advancing innovative, inquiry-driven pedagogical practices combined with 1:1 iPad distribution. The paper explores impacts of the initiative on pedagogical innovation, twenty-first century learning, and related impacts on professional learning, collaboration, and culture change in the pilot schools analyzed in the study.
Design/methodology/approach – A multi-dimensional case study approach was used to analyze how the initiative was implemented, and to what extent teaching, learning, and professional cultures were transformed, based on action plan inputs and “change drivers”. Research methods included structured, open-ended interviews conducted with randomly selected teachers and key informants in leadership roles, focus groups
held with students, as well as analysis of policy documents, student work samples, and other data sources.
Findings – The authors found evidence of a synergistic relationship between innovations in inquiry-driven pedagogy and professional learning cultures, with evidence of increased collaboration, deepened engagement and persistence, and a climate of collegiality and risk-taking at both classroom and organizational levels. Based on initiative inputs, the authors found that innovations in collaborative technology/pedagogy practices in classrooms paralleled similar innovations and transformations in professional learning cultures and capacity-building networks.
Practical implications – This initiative analyzed in this paper provides a case study in large-scale system change, offering a compelling model for transformative policies and initiatives where interwoven innovations in pedagogy and technology mobilization are supported by multiple drivers for formal and informal professional learning/development and networked collaboration. Challenges and recommendations are highlighted in the concluding discussion.
Originality/value – The transformative initiative analyzed in this paper provides a very timely case-model for innovations in twenty-first century learning and, specifically, for enacting and sustaining large-scale system change where inquiry-driven learning and technology tools are being mobilized to support “deep learning”, “new learning partnerships”, and multilevel transformations in professional learning (Fullan and Donnelly, 2013). This research advances scholarly work in the areas of twenty-first century learning, identifying relationships between technology/pedagogy innovation and professional capital building (Hargreaves and Fullan, 2012).
Keywords Professional learning, Collaboration, Professional capital, Whole

There are many studies on how children ask questions and how this capacity develops over time. Drawing from a multidisciplinary evidence base, what is the empirical and theoretical knowledge of children’s inquiry, and how does it interact with overall child well-being throughout childhood?

This paper maps evidence of the development of inquiry as a core capacity for children, studies the relationship between inquiring and child well-being and explores the Learning for Well-Being Foundation’s theoretical framework.

This study aims to distinguish 2 learning methods, namely investigative learning methods that will be compared with inquiry learning methods. Both methods apply a learning model that prioritizes groups and makes discoveries. The results of hypothesis testing concluded that the group learning method has higher learning outcomes than the inquiry learning method, while students who have different learning outcomes are dominated by students who have kinesthetic, then visual and auditory learning styles. The third conclusion is obtained that the learning methods and learning styles have a positive interaction on the achievement of student learning outcomes.

Οι μαθητές έχουν τις δικές τους ιδέες σε σχέση με το πώς λειτουργούν τα ηλεκτρικά κυκλώματα. Η χρήση του Νόμου του Ωμ είναι ένας τρόπος για να αναπαρασταθεί η σχέση μεταξύ ρεύματος, τάσης και αντίστασης, όπου σε συνδυασμό με τις ΤΠΕ έρχεται να συμπληρώσει την εκπαιδευτική διαδικασία. Η επιτυχία στο να λύνει κάποιος ποσοτικά προβλήματα χρησιμοποιώντας τον νόμο του Ωμ δεν είναι ένας αξιόπιστος τρόπος για να μετρηθεί η εννοιολογική κατανόηση του θέματος. Στη συγκεκριμένη εργασία μελετάται ο νόμος του Ωμ μέσα από το εικονικό εργαστήριο Tinkercad Circuits, ενώ παράλληλα ερευνάται αρχικά το γνωστικό επίπεδο των μαθητών. Η παρουσίαση του σεναρίου ακολουθεί τη διερευνητική προσέγγιση και περιλαμβάνει πέντε κύριες φάσεις, αυτές της εμπλοκής‐προσανατολισμού, της εννοιολόγησης και αναγνώρισης της πρότερης γνώσης, της έρευνας, της ερμηνείας των αποτελεσμάτων και της συζήτησης. Η αποτίμηση που πραγματοποιήθηκε, έδειξε ότι υπήρξε καθολική αποδοχή του τρόπου με τον οποίο έγινε το μάθημα και ότι όλ...

The recommendation from national documents and reports to promote inquiry-related science activities has not been supported by recent studies, which have found the overall frequency of inquiry activities to be negatively associated with student learning outcomes. This study was inspired by such conflicting reports and aimed to clarify the associations of science-specific, inquiry-related activities and epistemological beliefs with students’ mathematical and scientific literacies. Results A secondary analysis of the database from the Programme for International Student Assessment 2015 of Australia ( N 1 = 14,530) and Taiwan ( N 2 = 7708) utilizing structural equation modelling revealed that these two countries exhibited similar data patterns. Results suggested that open-inquiry activities (such as debating and planning experiments) had a negative relationship with secondary students’ mathematical and scientific literacies. Structured inquiry learning (such as students explaining their ideas and teacher explaining how an idea can be applied to different phenomena) and epistemological beliefs about science were significant and positive predictors of student mathematical and scientific literacy performance. Conclusions The current study further highlights and provides empirical evidence that the teacher’s role in structured inquiry (especially pertaining to the relevance and applicability of these ideas) appears to be essential to the development of student literacy. Educational implications and recommendations are discussed.

This qualitative case study, which draws on an action research methodology, explores the use of Inquiry-Based Learning (IBL) in the teaching of Mathematics to students with Social, Emotional and Behavioural Difficulties (SEBD). The aims of this research were: (i) to explore how students with SEBD experience IBL in Mathematics; (ii) to explore how the teacher can use IBL to provide students with SEBD with more meaningful learning experiences in Mathematics; and (iii) explore whether or not IBL improves student motivation towards Mathematics and gives a better understanding of the subject. The participants of this study were the Mathematics teacher and his 13 students in the school’s Mathematics Core Programme Form 3 class. The data was collected during the 2010-2011 scholastic year: After creating an IBL-friendly classroom environment in the first months, the actual implementation of the IBL pedagogy and the data collection were carried out over a 15 week period starting in late January 2011. The main data sources included teacher observations (which were captured in situ in field notes and later elaborated in a reflective journal), in-depth interviews with students, focus group sessions with students, students’ work and journal writings. The research findings indicate strongly that IBL can benefit the learning of Mathematics of students with SEBD. This was particularly evident when a cooperative learning environment was created in which students felt safe and worked together.

Conceptual challenge is often considered a necessary ingredient for promoting deep learning in an inquiry-based environment. However, challenge alone does not support conceptual development. In this paper, we draw on complexity theory as a theoretical lens to explore how a primary teacher facilitated students’ conceptual change through repeated cycles of challenge and support to develop increasingly robust concepts. Data are drawn from a primary class as they were developing initial understandings of distribution, informal statistical inference and sampling variability in the process of solving an extended mathematical inquiry problem. Data included classroom video, researcher journal and student work samples. The findings suggest two benefits to guiding students through multiple iterations of challenge and guidance: the opportunity to provoke and guide richer mathematical concepts; and the opportunity to provide earlier exposure to advanced mathematical concepts. Building on this research, we argue for the value of multiple iterations of challenge-support phases to develop increasingly robust understanding over time.

This study aims to distinguish 2 learning methods, namely investigative learning methods that will be compared with inquiry learning methods. Both methods apply a learning model that prioritizes groups and
makes discoveries.
The results of hypothesis testing concluded that the group learning method has higher learning outcomes than the inquiry learning method, while students who have different learning outcomes are dominated by
students who have kinesthetic, then visual and auditory learning styles. The third conclusion is obtained that the learning methods and learning styles have a positive interaction on the achievement of student learning
outcomes.

Brain computer interface (BCI) is a fast evolving field of research enabling computers and machines to be directly controlled by the human neural system. This enables people with muscular disability to directly control machines using their thought process. The brain signals are recorded using Electro-encephalography (EEG) and patterns extracted so that the BCI system should be able to classify various patterns of brain signal accurately to perform different tasks. The raw EEG signal contains different kinds of interference waveforms (artifacts) and noise. Thus raw signals cannot be directly used for classification, the EEG signals has to undergo preprocessing, to remove artifacts and to extract the right attributes for classification. In this paper it is proposed to extract the energies in the EEG signal and classify the signal using Naïve Bayes and Instance based learners. The proposed method performs well for the two class problem in the multiple datasets used..