Teaching Statistics with an Inquiry-Based Learning Approach

To compare the efficacy of Jigsaw and Inquiry-Based Learning (IBL) methods in promoting effective learning outcomes within diverse dental educational settings. A total of 188 dental undergraduate students were recruited for the study and divided into Batch A (n=96) and Batch B (n=92). Each batch underwent two teaching sessions, one using the Jigsaw method and the other using IBL. A structured questionnaire using five-point Likert scales assessed students' preferences between the two methods. Pre- and post-intervention tests were conducted to measure knowledge acquisition. Statistical analysis was performed using Student's t-test with STATA version 17, with a p-value of<0.05 considered significant. Both Jigsaw and IBL methods significantly improved students' knowledge, with mean scores showing a significant difference before and after interventions (p<0.001). IBL was more effective in comprehensive topic coverage (99.46%) and enhancing subject understanding. Both methods yielded comparable outcomes in terms of improving communication skills. The Jigsaw method was simpler and more enjoyable, encouraging active participation and enhancing communication skills. IBL promoted critical thinking, research skills, and deeper comprehension of concepts. Jigsaw and IBL methods are both effective in enhancing dental education. The choice between these methods depends on the specific learning objectives, the complexity of the topic, and the preferences of the dental educator and students.

Student giftedness is a complex, developmentally dynamic and contextual phenomenon that teachers confront every day. In the classroom, teachers often meet students who have exceptional potential or achieve very high learning goals. The aim of this study is to illustrate the evaluation of inquiry-based learning activities in a specific context (Diversity in Science towards Social Inclusion learning modules) implemented in a non-formal educational setting for gifted students in relation to their level of individual interest and their autonomous and controlled motivation, comparing different groups of students. We investigate how these activities affect the students’ attitudes towards inquiry-based learning, their situational interest and their interest in science careers. A total of 264 Slovenian lower secondary school students participated in the study. The students participated in non-adapted and adapted activities based on the inquiry-based learning approach. The data were collected using pre- and post-activity questionnaires. Participation in the study, which took place in the period between the 2021/22 and the 2022/23 school years, was voluntary. The data was collected anonymously and used for research purposes only. The results show several statistically significant differences in how students’ level of individual interest, autonomous motivation and controlled motivation for learning chemistry affects their attitudes towards inquiry-based learning, their situational interest in Diversity in Science towards Social Inclusion activities and their interest in science careers. For the gifted and non-gifted students who participated in “Forensics Science” lab activities before and after the adaptations to the modules, the results related to their attitudes towards inquiry-based learning and situational interest are also reported. Thus, the results of the study provide useful insights for researchers in the field of chemistry education as well as for chemistry teachers in lower and upper secondary schools. The presented study is a good example of best practices that chemistry teachers can apply in teaching chemistry, thus enabling all students, not only the gifted ones, to learn chemistry using the inquiry-based learning approach.

This study intended to investigate the effectiveness of experiential and inquiry-based learning approaches in secondary schools around Bugiri District in Eastern Uganda with a focus on whether inquiry-based teaching techniques were being used to support student learning based on evidenced experiential education as well as challenges encountered when utilizing these methods. This narrative cross-sectional survey study employed a qualitative approach using interview responses attained from key informants. Findings indicate that through an inquiry-based approach, students are urged to study the subject, ask questions, and exchange ideas rather than have the teacher dictate what they should know. In inquiry-based learning, small-group discussions, guided learning, projects, and hands-on investigation take precedence over lessons. In addition, teachers are typically better at spotting errors in students’ work than they are in their own. It is crucial to ensure students’ learning by giving them high-quality information. Some children learn best by looking at visuals, others by listening and some by reading and writing. Teachers should promote “learning by doing” and also take the lead and create a forum where students can express their opinions and experiences.

Inquiry-based learning is a pedagogical approach that empowers learners to actively construct knowledge by engaging in problem-solving, critical thinking, questioning, and hands-on experiences. The inquiry-based approach in science emphasizes learners' active role in creating their understanding of the natural world. This review critically examines the application and impact of inquiry-based science approaches in kindergarten education. Through a thorough analysis of 16 research articles, the study shed light on different aspects of inquiry-based learning, including subject areas, participants, methodologies, types of inquiry-based approaches, theoretical frameworks, and impacts on learning outcomes. Findings show a predominant focus on early years’ science, with kindergarten children being the primary participants. The use of qualitative research methods shows a trend toward a comprehensive understanding of the issue. The study underscore the significance of using inquiry-based learning approach in kindergarten education and offers helpful information for teachers, decision-makers, and researchers. It also emphasizes the need for further empirical studies, particularly those addressing instructional models, challenges faced in the classroom to execute inquiry-based learning, and longitudinal studies to evaluate the long-term impacts of inquiry-based science education on kindergarten children performance.

In this study we investigated pre-service early childhood teachers’ (referred to as student teachers) beliefs that might influence their intention to use inquiry-based learning methods that have been taught on an inquiry-based science course. During this course, the student teachers (N = 17) participated in a number of classroom experiments concerning phenomena that are part of the curriculum of early childhood education, focusing on pupil’s conceptual representations using the inquiry-based approach. Moreover, the student teachers were explicitly taught the reasoning of Control of Variables Strategy (CVS) as an aspect of inquiry. A four-item open-type questionnaire on the classroom experiments that were approached through the CVS method, was used to investigate student teachers’ understanding of this method. Moreover, an eight-item open-type questionnaire and a four-item Likert scale questionnaire were used to investigate student teachers’ intention to use the CVS method in their teaching practice, focusing on attitude, normative and control socio-psychological factors. The results show the categories of student teachers’ beliefs, leading to teaching implications, and indicate a tentative relationship with an indeterminate direction. Specifically, those student teachers who understood the CVS method were influenced by control factors for its implementation, whereas the other student teachers were influenced by attitude and/or normative factors.

Inquiry-based learning in science education at the elementary level holds significant potential to enhance teaching quality, yet its developmental trends remain insufficiently mapped. This article aims to analyze the research trends of inquiry-based learning in elementary science education using a bibliometric approach. The study was conducted through four stages of analysis: identification, screening, eligibility, and inclusion. Data were retrieved from the Scopus database using the keywords “inquiry-based learning,” “science,” and “elementary school,” yielding 43 selected documents from 2014 to 2023, all in English. The analysis reveals three key terms that frequently appear in these studies: “inquiry-based learning” (22 occurrences, link strength 76), “students” (14 occurrences, link strength 76, links 35), and “elementary school” (7 occurrences, link strength 37). The highest number of publications was recorded in 2023 with eight documents, while the lowest numbers occurred in 2017 and 2021, with only one document each. The study concludes that inquiry-based learning approaches in elementary science education have received limited attention from international researchers. Thus, further studies are needed to expand the scope of this topic and enhance its contributions to primary education.

This study investigates the effectiveness of Inquiry-Based Learning (IBL) strategies in enhancing Critical Thinking (CT) skills and academic performance in the study of English Phonetics and Phonology among students at a Spanish Higher Education Institution. A total of 54 students from a Bachelor’s Degree in Primary Education were divided into control and experimental groups to compare traditional teaching methods with IBL methodologies. Results indicated that students in the IBL group showed significant improvements in academic performance, critical thinking skills, and long-term retention of complex subject matter compared to those in the control group. Furthermore, the study highlights that the IBL approach not only facilitates the immediate educational outcomes but also equips students with essential cognitive tools for real-world problem-solving. This research underscores the pedagogical value of learner-centered models in the study of English Phonetics and Phonology, promoting active engagement and systematic thinking. The findings contribute to the growing body of literature advocating for the integration of active learning strategies across various disciplines and educational contexts.

In science education, one of the most important approaches for educating inquiry-seeking individuals is inquiry-based learning. Science education programmes have been using the inquiry-based learning approach. Inquiry-based learning creates a learning environment that provides students with opportunities for researching scientific tasks and structuring meaningful information. Within this scope, this study aims to investigate the academic achievements of gifted students studying at Science and Art centres (SACs) in ‘separating mixtures’ in science courses through the open inquiry learning approach. The study was conducted on eight students in a metropolitan SAC, which is in the western part of Turkey. Four context-based, open-ended questions regarding the ‘understanding of mixture separation methods’ and questions to determine the students’ ideas before and after the instruction were used as data collection tools. The categories consisted of two sections: scientifically correct and scientifically incorrect. The results showed that the students’ scientifically correct response rates in separating mixtures increased with open inquiry learning. In addition, it is seen that the students evaluated the activity as ‘creativity-stimulating’ and learning through discovering as ‘remarkable and fun’. Based on the results, it is recommended to use an open inquiry learning approach in science classes to increase students’ academic achievement and interest in the course. In addition, this study contributes to the science education of students in SACs, to literature and to new studies to be conducted on this issue. Keywords: Inquiry learning, gifted students, separating mixtures, conceptual understanding.

This study investigated the effect of the inquiry-based learning strategy on the pedagogical knowledge gains of in-service teacher trainees. Pedagogical knowledge acquired through professional development is significant in preparing competent teachers who can positively influence educational quality and student learning outcomes. As widely recognized by educators, inquiry-based learning is an active learning approach that enhances the quality of learning. It is a pedagogical approach designed to foster higher-order thinking and problem-solving skills. In this study, a quasi-experimental research design with pre-test and post-test measures of general pedagogy knowledge was employed. Two intact classes of teachers ( N = 56) participated in the study, with one class assigned as the intervention group ( n = 28) and the other as the comparison group ( n = 28). Data were collected using a survey questionnaire completed by the participating teachers and a pre-test consisting of 20 multiple-choice items assessing general pedagogical knowledge. After twenty-four hours of instruction on general pedagogy concepts, during which the inquiry-based learning method was applied to the intervention group, a post-test using the same 20 multiplechoice questions (MCQs) was administered. The results of the study showed a statistically significant gain in general pedagogical knowledge for the intervention group, with a small effect size (Cohen's d= 0.48). These findings imply that teacher education colleges and universities should consider integrating innovative instructional approaches, including inquiry-based learning, into professional development programs for in-service teachers as well as in the preparation of preservice teachers. Further research on the use of active learning strategies, including inquiry-based methods, is recommended.

The ability of teachers to adopt inquiry-based learning depends to a large extent on their knowledge, skills, perception, and attitudes toward it. Therefore, it is important to explore the preservice teachers&amp;rsquo; experience of learning and teaching with this method, with the assistance and mediation of preservice teachers&amp;rsquo; educators. Preservice teachers participated in a blended course to acquire the teaching skills needed for inquiry-based learning, at the same time gained experience teaching based on this approach in high schools in Israel. The study included 120 preservice teachers who completed questionnaires at the beginning of the course (first measurement) and at the end of the course (second measurement). The findings show that between the two measurements there was an increase in positive attitude toward inquiry-based learning and teaching. Most of the participants noted the difficulties they encountered in applying the inquiry-based method in teaching in schools. In the course of teaching with this method, they acquired tools to cope with these difficulties.

One of the influential factors in shaping professional health workers is the learning process during education. The professional attitude of pharmacy students can be modified with innovative learning methods. Inquiry-Based Learning (IBL) emphasizes students' involvement in systematically, critically, and logically gathering information so that they can formulate their findings. This study aims to determine the effect of IBL on pharmacist professional study program education students taking Pharmacy Communication and Health Promotion courses. This study employed quasi-experimental research with a group Pretest-Posttest Design. The study subjects were 40 students of the Pharmacist Professional Education Study Program. The students got learning interventions with IBL method. IBL stages consist of IBL orientation, problem formulation, hypothesis formulation, data collection, hypothesis testing, conclusion formulation, and learning evaluation. Assessment instrumentation included pretests, posttests, reports, and student satisfaction questionnaires. Pretest and posttest data were statistically analyzed with SPSS. The implementation of IBL resulted in an increase in mean scores from 59.82 on the pretest to 92.83 on the posttest. There is a statistically significant difference between these results (Asymp. Sig 0.000). The proportion of student reports rated as excellent 70%, good 20%, and sufficient 5%. Student satisfaction with the learning method reached an average of 93.94%. Inquiry-based learning increases the knowledge of Pharmacist Professional Education Study Program students in the Pharmacy Communication and Health Promotion courses.

Graduate nurses are known to experience transition shock when they enter the workforce. Graduate nurse programs are designed to alleviate aspects of transition shock. Best practice in development and delivery of transition programs is currently limited in the literature, and there are few examples focusing on curriculum design that can be adapted by health services to develop and support new nurses. An inquiry-based learning approach was used as the underlying andragogy to frame a contemporary transition curriculum to support graduate nurses. Inquiry-based learning can be used to support graduate nurses to improve critical thinking, confidence, and job satisfaction during the most challenging years of their professional lives. [J Contin Educ Nurs. 2023;54(6):268-274.].

Inquiry-based learning and clinical reasoning scaffolds: An action research project to support undergraduate students' learning to ‘think like a nurse’

This article discusses activities carried out in the virtual world of Second Life (SL) as part of a compulsory class in the first year of an undergraduate programme. The paper identifies the contribution of SL to the students’ learning environment and an Inquiry Based Learning (IBL) approach to programme design. The reasons for taking an IBL approach are explained in relation to institutional and disciplinary goals. The paper reflects on the contribution of the three key learning environments—the classroom, WebCT and SL—to students’ learning. SL is evaluated in relation to a conceptual framework of IBL. It is concluded that SL has made a contribution to students’ achievement of learning outcomes from the class, and has facilitated the development of students’ inquiry skills. In conclusion, further avenues for developing research and teaching are identified.

This study aimed to evaluate the effectiveness of the inquiry-based learning method supported by metacognitive strategies on students’ problem-solving and problem-posing skills. The research was conducted in two stages using an exploratory sequential design, which is one of the mixed methods research. The case study design was used in the first stage, while the quasi-experimental design with the pretest and posttest for control group was employed in the second stage. The method that is considered effective in students’ gaining problem-solving and problem-posing skills was determined in the first stage. In the second stage, the designated method supported by metacognitive strategies was tested with 63 fourth-grade students. The data for the first stage of the study were collected through interviews held with 12 primary school teachers, the mathematics curriculum, and a group of 10 experts’ opinions on the methods in the relevant literature. A content analysis and Lawshe’s method were employed to analyze the data at hand. Data in the second stage were collected using the problem-solving skills test and problem-posing skills test. The Mann–Whitney U test was used in the analysis of unrelated measurements, whereas the Wilcoxon signed ranks test was employed in the analysis of related measurements. The analysis results in the first stage revealed that the inquiry-based learning method might be effective in improving students’ problem-solving and problem-solving skills. Thus, it was decided to utilize this method in the second stage. The results of the analysis in the second stage showed that the inquiry-based learning method supported by metacognitive strategies and the inquiry-based learning method could be effective in developing students’ problem solving and problem-posing skills. Moreover, it was concluded that the methods applied were more effective in developing problem-solving skills and structured problem-posing skills of the students from sub-dimensions compared to the control group, but not effective in the development of semi-structured and free problem-posing skills from sub-dimensions.