Active Learning in STEM Education with Regard to the Development of Inquiry Skills
Abstract
:1. Introduction
1.1. Active Learning and IBSE
1.2. STEM Education and IBSE
1.3. Digital Technologies and IBSE
1.4. Formative Assessment and IBSE
1.5. Teaching and Learning Materials and Teachers’ Professional Development in IBSE
1.6. Research Problem and Questions
- What is the effect of IBSE, if implemented consistently across several STEM-related disciplines, on the level of selected inquiry skill group development?
- What is the effect of IBSE, if implemented consistently across several STEM-related disciplines, on the development of selected inquiry skills?
- How do different factors (gender and number of implemented inquiry activities) influence the level of inquiry skills development?
2. Materials and Methods
2.1. Research Design
- Development of inquiry activities for teaching biology, physics, chemistry, geography, mathematics and informatics in the form of complex teaching and learning materials based on the active learning and inquiry-based learning approaches enhanced by digital technologies and formative assessment tools. The inquiry activities were designed in accordance with the upper secondary curriculum goals. For successful implementation, an instructional model was needed. With regard to other studies [107,108], the 5E model was proposed as an appropriate model to design a lesson based on the IBSE approach (Figure 1). Each lesson plan was developed based on a pre-agreed structure common for all subjects. It started with an overview of the learning objectives with explicitly specified inquiry skills developed in the lesson using the framework in Table 1, teaching aids and materials needed for the lesson. Subsequently, the expected misconceptions and designed level of inquiry were addressed. This overview was followed by a detailed description of the teaching and learning scenario. The concept described served as the common framework for all subjects. Respecting the results of studies regarding the limitations of minimal guidance instruction [109], the lesson plans were designed at a lower level of student independence with the support of learning materials usually in the form of student worksheet and teacher guidance. The activities (mostly at the guided inquiry level including the lesson plans and complementary materials) were designed based on the agreed criteria by experts in education from universities as well as experienced secondary school teachers motivated to implement IBSE. These teachers cooperate with the universities as mentors in pedagogical practicum of student-teachers at secondary schools or participate at various in-service teacher trainings. Altogether, approximately 470 lesson plans were designed.
- Design and implementation of in-service teachers’ educational programmes aimed at IBSE enhanced by elements presented in Figure 1. In this way a large number of teachers were educated in the field of IBSE. Specific 50 h educational programmes designed for biology, physics, chemistry, geography, mathematics and informatics teachers were completed by almost 400 upper secondary school teachers.
- Implementation of IBSE teaching and learning materials in the classroom by teachers educated in the field of IBSE in two subsequent cycles. Even though the materials were designed by experts, their implementation in practice provided meaningful feedback from teachers. Their comments based on direct experience and analysis of students’ outcomes helped authors to make minor edits and improvements in the teaching and learning materials.
2.2. Research Instrument
2.3. Research Sample
2.4. Ethical Consideration
2.5. Data Analysis
3. Results
4. Discussion and Conclusions
4.1. Effect of IBSE on Inquiry Skill Group Development
4.2. Effect of IBSE on Selected Inquiry Skills Development
4.3. Different Factors Influencing the Effect Size
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Stage | Inquiry Skills |
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Inquiry Skill | Number of Test Items | Subject |
---|---|---|
Formulate hypothesis to be tested | 2 | physics, geography chemistry |
Design experiment (identify independent and dependent variables and their relationship) | 4 | physics, informatics, physics, chemistry |
Transform data to standard forms (i.e., tables or graphs) | 2 | physics, mathematics, informatics, mathematics |
Determine relationship between variables (based on tables) | 2 | physics, mathematics, informatics, mathematics |
Determine relationship between variables (based on graphs) | 2 | physics, mathematics, mathematics |
Determine accuracy (identify possible sources of errors) | 2 | physics, biology |
Gender | IAN | |||
---|---|---|---|---|
Boys | Girls | ≤5 | >5 | |
Sample size | 956 | 1351 | 1384 | 923 |
% | 41.4 | 58.6 | 60 | 40 |
Pre-Test (%) | Post-Test (%) | |||||||||
---|---|---|---|---|---|---|---|---|---|---|
Mean | SE | Std. Dev. | Median | Mean | SE | Std. Dev. | Median | Mean Gain | ||
Overall | 27.12 | 0.32 | 15.25 | 25.00 | 35.11 | 0.36 | 17.30 | 32.14 | 7.99 | |
Gender | Boys | 30.18 | 0.54 | 16.63 | 27.68 | 39.69 | 0.59 | 18.21 | 37.50 | 9.51 |
Girls | 24.96 | 0.38 | 13.80 | 23.21 | 31.86 | 0.43 | 15.85 | 28.57 | 6.90 | |
IAN | ≤5 | 27.10 | 0.41 | 15.21 | 25.00 | 34.99 | 0.47 | 17.44 | 32.14 | 7.89 |
>5 | 27.16 | 0.50 | 15.33 | 25.00 | 35.27 | 0.56 | 17.10 | 32.14 | 8.11 |
Mean (SE) | Std. Dev. | 95% CI | |||
---|---|---|---|---|---|
Lower | Upper | ||||
Overall | 7.99 (0.35) | 16.75 | 7.30 | 8.67 | |
Inquiry skill | Formulate hypothesis | 0.27 (0.64) | 30.64 | −1.41 | 1.96 |
Design experiment | 6.34 (0.52) | 24.96 | 4.97 | 7.71 | |
Transform data | 7.56 (0.81) | 38.93 | 5.42 | 9.70 | |
Determine relationship (based on tables) | 12.05 (0.91) | 43.66 | 9.65 | 14.45 | |
Determine relationship (based on graphs) | 8.73 (0.86) | 41.24 | 6.47 | 11.00 | |
Determine accuracy | 14.59 (0.88) | 42.38 | 12.26 | 16.92 |
Marie wondered if the earth and oceans are heated equally by sunlight. She decided to conduct an investigation. She filled a bucket with 1 kg of soil and another bucket with 1 kg of water. She placed them so each bucket received the same amount of sunlight. Which of the following options represent possible hypotheses that Marie could test to get the answer to her question? 1 | ||
pre-test | post-test | |
(a) The longer the soil and water are in the sun, the warmer they become. | 4.6% | 4% |
(b) Water and earth are warmed differently by the sun. | 16.8% | 14.1% |
(c) Different amounts of sunlight are received by water and soil at different times of the day. | 2.9% | 2.6% |
(d) How are water and soil heated in sunlight? | 7.3% | 9.1% |
(e) Water and earth are warmed equally by the sun. | 8.7% | 9.1% |
(a) and (b) | 18.1% | 13.2% |
(b) and (e) | 10.4% | 12.8% |
(b) and (c) | 6.5% | 4.2% |
(b) and (d) | 6.0% | 8.6% |
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Ješková, Z.; Lukáč, S.; Šnajder, Ľ.; Guniš, J.; Klein, D.; Kireš, M. Active Learning in STEM Education with Regard to the Development of Inquiry Skills. Educ. Sci. 2022, 12, 686. https://doi.org/10.3390/educsci12100686
Ješková Z, Lukáč S, Šnajder Ľ, Guniš J, Klein D, Kireš M. Active Learning in STEM Education with Regard to the Development of Inquiry Skills. Education Sciences. 2022; 12(10):686. https://doi.org/10.3390/educsci12100686
Chicago/Turabian StyleJešková, Zuzana, Stanislav Lukáč, Ľubomír Šnajder, Ján Guniš, Daniel Klein, and Marián Kireš. 2022. "Active Learning in STEM Education with Regard to the Development of Inquiry Skills" Education Sciences 12, no. 10: 686. https://doi.org/10.3390/educsci12100686
APA StyleJešková, Z., Lukáč, S., Šnajder, Ľ., Guniš, J., Klein, D., & Kireš, M. (2022). Active Learning in STEM Education with Regard to the Development of Inquiry Skills. Education Sciences, 12(10), 686. https://doi.org/10.3390/educsci12100686