Effect of Open Inquiry Based Learning Approach on the Conceptual Understanding of Secondary School Students

Abstract

In this study, the effect of open inquiry based learning (OIBL) approach on students' conceptual understanding was investigated. Quasi-experimental research design with pre-test and post-test control groups was used as research design. The research sample consisted of sixty students in 7th grade. Thirty students in the sample were in the experimental group, thirty students were in the control group and the experimental and control groups were randomly assigned. Liquid Pressure Conceptual Understanding Test (LPCUT) was used to determine the students' ideas about liquid pressure. Semi-structured interviews were conducted with nine students in the experimental group before and after the instruction. A rubric consisting of five categories was used in the analysis of LPCUT. According to the results of the study, it was determined that the students in the experimental group who received instruction based on open inquiry gave a higher rate of scientific answers than the students in the control group. Based on the results of the research, it is thought that the use of the instructions revealed in the OIBL environment in science courses may be beneficial for the academic achievement of the students. Moreover, an increase was observed in the scientific response rates of the students in the group taught according to the science program. In the light of the results obtained from this study, it can be suggested to investigate the effects of OIBL on students' ideas in different concepts.

Learning environments in compulsory secondary education (ESO): validation of the physical, learning, teaching and motivational scales

“…Based on this work, the literature has contributed to its definition, with the terms educational or learning environments or spaces used interchangeably. There are multiple meanings compiled by Chinujinim and Amaechi (2019), McClure (2004), andSarioğlan (2021), among others. These authors identify different elements that help in understanding the dimensions of the concept and bring it closer to a multidimensional space/place (classrooms, library, laboratories, recreation areas, etc.…”

Case-Based Learning (CBL) in Chemistry Learning: A Systematic Review

“…The strength of experimental-based inquiry learning is emphasizing the development of cognitive, affective, psychomotor aspects to create more meaningful learning and provide space for students to learn according to their respective learning styles and can develop student learning psychology from the behavior change process thanks to the experience (Darwis et al, 2021;Chiang et al, 2021;Morsink et al, 2021;Tsivitanidou et al, 2021;Cokar et al, 2021). The effectiveness of experimental-based inquiry learning can improve science process skills, academic achievement, attitudes, concept understanding, higher-order thinking skills, concept mastery, and critical thinking skills (Darwis et al, 2021;Tekin & Mustu, 2021;Cetin, 2021;Sarioglan & Can, 2021;Levy et al, 2021).…”

How to deepen college students' approach to using technologies in T‐O‐IBL? Examining the mediating influence of deep approaches to using technologies between learning factors and higher order thinking skills

“…When conducting open inquiry activities, students become active in making decisions at every step in the open inquiry process: they develop self‐directed questions, determine what evidence to collect, formulate explanations based on the evidence, explore additional available resources, and then come up with reasonable and logical explanations (Rahmat & Chanunan, 2018; Sarioglan & Can, 2021). Thus, students are encouraged to investigate their own formulated topic‐related questions and to develop and apply their own procedures in open inquiry.…”

“…In sum, although open inquiry‐based learning is the most complex among the four levels' inquiry activities, it did empower students' higher order thinking skill (HOTS), including questioning, designing, critical thinking, reflection and metacognition (Abaniel, 2021; Sarioglan & Can, 2021; Zion & Mendelovici, 2012). These are essential skills for future life of current college students, and thus, there is a great need to conduct open IBL in the university settings.…”

“…Artayasa et al (2018) found that participants in the open inquiry condition obtained the highest score in understanding science concepts compared with structured and guided inquiry conditions. Sarioglan and Can (2021) reported that students who received instruction based on open inquiry gave a higher rate of understanding in scientific concepts than those who received traditional instruction. Abaniel (2021) claimed that the open inquiry learning model is effective in improving the conceptual understanding, 21st century skills, and learning attitudes of students.…”