Gender and STEM background as predictors of college students’ competencies in forming research questions and designing experiments in inquiry activities

Cheng, Li-Ting; Smith, Thomas J.; Hong, Zuway‐R; Lin, Huann‐shyang

doi:10.1080/09500693.2021.1994167

Cited by 7 publications

(4 citation statements)

References 53 publications

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“…Open-inquiry activities should be regarded as a longer-term goal of science education that can be achieved gradually. Given that some inquiry activities (e.g., forming researchable questions and designing experimental procedures) are challenging even for undergraduate students (Cheng et al, 2021), our findings from the current study do suggest that for beginning learners of scientific inquiry, more structured explanations and guidance from teachers are strongly encouraged. It is clear that additional experimentalcontrol studies (Wang, 2020) that more deeply examine factors resulting in negative effects on literacy are necessary.…”

Section: Structured Inquiry Activities Are Positively Associated With...mentioning

confidence: 72%

The role of structured inquiry, open inquiry, and epistemological beliefs in developing secondary students’ scientific and mathematical literacies

et al. 2022

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Background 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 (N1 = 14,530) and Taiwan (N2 = 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.

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Section: Structured Inquiry Activities Are Positively Associated With...mentioning

confidence: 72%

The role of structured inquiry, open inquiry, and epistemological beliefs in developing secondary students’ scientific and mathematical literacies

et al. 2022

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“…This finding can be evaluated as that the digital stories used in the process have a positive effect on female students. Cheng et al (2021) stated in their study that female students displayed more ability compared to males in creating research questions. According to the study conducted by Kim (2011) with 8th grade female students using a guided inquiry method supported by technology, students' attitudes towards science improved significantly after the applications.…”

Section: Discussionmentioning

confidence: 99%

Investigation of the effect of guided inquiry approach supported by digital stories on attitude towards inquiry

KANSOY>

Çibik

2022

Journal of Educational Technology and Online Learning

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This study aims to examine the effects of inquiry activities supported by digital storytelling on the attitudes of 6th-grade students towards inquiry, sub-dimensions of attitudes, and the change of attitudes depending on gender. The method of the study was determined as the embedded design, one of the mixed method research designs. The study was carried out with a total of 27 students, 12 female and 15 male. In the quantitative dimension of the study, one group pretest-posttest research design was used. Quantitative data were obtained through the Attitude Scale towards Research-Questioning. The qualitative dimension of the study was designed as a case study model. Qualitative data were obtained by using researcher diaries, student group diaries, and semi-structured weekly focus group interviews. As a result, a statistically significant difference was found between the students’ ASTRQ pretest-posttest scores in favor of the posttest. Similarly, a statistically significant difference was found between the pre-test and post-test scores of the sub-factors of signification and avoiding, excluding the curiosity factor, in the attitude scale. These results were also supported by the findings obtained from qualitative measurement tools. The students’ ASTRQ post-test scores differed statistically according to gender, which was in favor of female students.

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“…The increasing students' laboratory technique skills (pre-post) were examined using paired t-tests, and a significant increase was observed in all four categories (experimental design, data collection, data analysis and presentation, and science communication) with total p < 0.01 (Table 2). In line with Cheng et al (2021), IBL can develop the ability to ask research questions, design experiments, and engage in problem-solving activities. All aspects were significantly increased because the inquiry represented a constructivist (Serafín et al, 2015).…”

Section: Laboratory Technique Skillsmentioning

confidence: 99%

Teaching microbial analysis techniques for the characterisation of baker's yeast through the inquiry-based laboratory

Saefi,

Adi,

Rahmasiwi

et al. 2023

JPBI

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Laboratory course activities often focus on "cookbook style," so their activities have not yet integrated with scientific thinking as an essential aspect. In this research, the laboratory experience of microbial analysis techniques was redesigned using alternative inquiry to involve students in isolating and characterising yeast to make the bread rise. This research aimed to determine the effect of implementing inquiry-based laboratory experiences on improving students' technical skills and the structure and characteristics of laboratory courses. The method used a single case study to obtain a complete picture regarding implementing laboratory course redesign. Laboratory experience activities consisted of pre-laboratory (reinforcement of theory) and investigation (preparation of methods, laboratory investigation activities, data analysis and presentation, and writing written reports). Overall, our results suggest that inquiry-based laboratory experiences can improve students' microbial analysis technique skills in strong collaboration. In addition, students considered several benefits from this learning, such as developing designs and conducting laboratory investigations close to the original context. With these results, educators can use the redesign of this laboratory course without applying full "course-based undergraduate research experiences" to students.

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Gender and STEM background as predictors of college students’ competencies in forming research questions and designing experiments in inquiry activities

Cited by 7 publications

References 53 publications

The role of structured inquiry, open inquiry, and epistemological beliefs in developing secondary students’ scientific and mathematical literacies

The role of structured inquiry, open inquiry, and epistemological beliefs in developing secondary students’ scientific and mathematical literacies

Investigation of the effect of guided inquiry approach supported by digital stories on attitude towards inquiry

Teaching microbial analysis techniques for the characterisation of baker's yeast through the inquiry-based laboratory

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