Concluding Remarks: Theoretical Underpinnings in Implementing Inquiry-Based Science Teaching/Learning

Louca, Loucas S.; Skoulia, Thea; Tsivitanidou, Olia; Constantinou, Constantinos P.

doi:10.1007/978-3-319-91406-0_14

Cited by 2 publications

(2 citation statements)

References 68 publications

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“…Researches like (Grenier, 2018;Louca et al, 2018;Thomson et al, 2018) have investigated teachers' beliefs concerning activity-based instruction and it appears that a positivist ideology is commonly held among science teachers. Actually, a positivist view of activity-based science instruction (ABSI) can take the shape of either immature inductive learning (learning from example to the major concepts) or immature deductive learning (moving from big ideas to examples).…”

Section: Science Teachers' Belief On Activity-based Chemistry Learningmentioning

confidence: 99%

Demystifying Science Teachers’ Epistemic Belief on Chemical Concepts: Students’ Engagement in the School Garden

Acharya

2019

PEDAGOGICAL RES

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The purpose of the study was to transforming chemistry learning from the textbooks in the silent classrooms to the school garden through activity-based learning with students' meaningful engagement in collaboration with the science teachers in the community schools in Nepal. This research also aims to clarifying the epistemological gridlocks (banking concept of education) of school science teachers through measuring pH of garden soil samples by the basic level students' activities. The concern of this study was facilitating school science teachers to impart the practical knowledge of chemical concept (pH of soil) by simple experiments whose backup is based on the epistemologically Vedic education system in Nepal. In-depth interviews and participant observations were taken with the students and teachers about their epistemic beliefs of teaching and learning the basic chemical concepts of chemistry based on the basic level science curriculum. It is found that the science teachers' positivist congestions were rooted in the dogmatic approach in chemistry teaching and hinders the eloquent engagement of students in the school gardening activities. Science teachers' belief system enabled me to understand the positivist epistemology mindset and transform into play way chemistry learning in the school garden. This broader sphere of teachers' beliefs enabled me to recognize why positivist epistemology and connected traditions linking activity-based chemistry learning superficially forceful in the community schools. It is recommended that the suggestions for the school teacher professional improvement are needed to supervise and facilitate them to clarify the reflections on their situated personal experiences.

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Section: Science Teachers' Belief On Activity-based Chemistry Learningmentioning

confidence: 99%

Demystifying Science Teachers’ Epistemic Belief on Chemical Concepts: Students’ Engagement in the School Garden

Acharya

2019

PEDAGOGICAL RES

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“…In the digital era, through online resources linked to computers and other technological devices, students can acquire vocabulary independently (Shokrpour et al, 2019) using mobile-assisted learning (Zakian et al, 2022) and online dictionaries (Ebadi et al, 2022). To address such insights, the lecturers use a framework for online learning that allows for telecollaboration or virtual exchanges (Ismailov, 2021), collaborative inquiry abilities (Alsaeed, 2022), theoretical concepts, and distinct learning cultures, resulting in inquiry-based learning in real-world learning situations (Louca et al, 2018). However, the difficulties and obstacles that are most typically identified while applying inquiry-based learning cope with low vocabulary awareness related to phonology (Porta & Ramirez, 2020), morphology (Xie et al, 2021), metalinguistics (Candry et al, 2017), and metaphors.…”

Section: Introductionmentioning

confidence: 99%

Exploring an Inquiry-based Approach to Enhance English Vocabulary Learning: Academy Students' Perspectives

Kasuba,

Sudirman,

Subekti

2023

IJORER Int. J. Recent Educ. Res.

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Objective: The objectives of this study are (1) to describe how the IBL approach can improve and motivate students to learn English vocabulary and (2) to explore how academy students believe the IBL approach has improved their English vocabulary. Method: This qualitative study investigates the application of the IBL approach and how students address its significance in learning activities at a Computer Science Academy in Ternate, North Maluku, Indonesia. This research sample randomly chose 15 academy students based on their IBL experience. Results: Using observation and interviews, the results show that students at the Computer Science Academy used the IBL approach toward learning English, vocabulary, planning activities, retrieving information, assignment processes, creativity skill development, and project sharing. Furthermore, students liked applying the IBL approach in the classroom, particularly in English lessons. The IBL approach also plays a crucial role in improving students' English vocabulary skills. Novelty: An essential aspect of using the IBL approach in vocabulary learning is something new that sheds light on the group collaboration process, creativity, and engagement.

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Concluding Remarks: Theoretical Underpinnings in Implementing Inquiry-Based Science Teaching/Learning

Cited by 2 publications

References 68 publications

Demystifying Science Teachers’ Epistemic Belief on Chemical Concepts: Students’ Engagement in the School Garden

Demystifying Science Teachers’ Epistemic Belief on Chemical Concepts: Students’ Engagement in the School Garden

Exploring an Inquiry-based Approach to Enhance English Vocabulary Learning: Academy Students' Perspectives

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