Inquiry learning for gifted children

Eysink, Tessa H.S.; Gersen, Loes; Gijlers, Hannie

doi:10.1080/13598139.2015.1038379

Cited by 26 publications

(27 citation statements)

References 35 publications

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“…Due to its open-ended tasks that call for scientific reasoning, inquiry learning is considered to be an appropriate instructional approach for gifted children (De Corte 2013). Second, in order to be effective, inquiry learning should be supported (Furtak et al 2012), even when gifted children are involved (Eysink et al 2015), and inquiry learning provides ample possibilities for differentiation in this support. There are different types of guidance available that can be used to adapt to the learners' level (de Jong and Lazonder 2014).…”

Section: Inquiry Learningmentioning

confidence: 99%

BE COOL! a digital learning environment to challenge and socially include gifted learners

Eysink

Dijk

Jong

2020

Education Tech Research Dev

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This paper describes the development of the BE COOL! learning environment that gives all children, gifted and non-gifted, the opportunity to learn at a level matching their specific needs and abilities within the social context of regular education. BE COOL! uses the ability-adjusted jigsaw method, in which children of varying ability levels work together on a design for which they acquire knowledge by working on tailored assignments in groups with children with the same ability level. This differentiation method unites elements of learning by design, learning together, and learning by inquiry. In this article, we first present the conceptual foundations underlying BE COOL! Next, we describe the learning environment and its components as incorporated in a seven-week science lesson series in which fourth to sixth graders must design a liveable house on the moon for a family of four. Then, we describe our design process, in which research and development alternated and we end with a brief presentation of the learning environment's added value for educational practice.

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Section: Inquiry Learningmentioning

confidence: 99%

BE COOL! a digital learning environment to challenge and socially include gifted learners

Eysink

Dijk

Jong

2020

Education Tech Research Dev

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“…Aspek argumentasi berkaitan dengan keakuratan dari data siswa yang dapat dijadikan sebagai diskusi dalam proses sains (Thitima & Sumalee, 2012). Diskusi merujuk pada pembelajaran yang menghadapkan siswa pada sebuah permasalahan (Mitasari & Prasetiyo, 2016 Pada dasarnya inquiry mendorong siswa untuk terlibat aktif dalam sebuah pembelajaran melalui proses penyelidikan (Eysink, Gersen, & Gijlers, 2015). Keingintahuan siswa terhadap proses penyelidikan merupakan fitur alami dari manusia dan mampu merangsang keingintahuan siswa (Ruprecht, 2008).…”

Section: Hasil Dan Pembahasanunclassified

Analisis kemampuan berpikir ilmiah siswa kelas XI IPA kawasan pegunungan Provinsi Daerah Istimewa Yogyakarta

2018

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Penelitian ini bertujuan untuk menganalisis berpikir ilmiah siswa SMA Negeri kelas XI IPA di kawasan pegunungan Daerah Istimewa Yogyakarta (DIY). Jenis penelitian adalah deskriptif kualitatif. Pengumpulan data dilakukan menggunakan tes kemampuan berpikir ilmiah yang terdiri dari 25 item soal yang mengandung aspek berpikir ilmiah yaitu: (1) inquiry; (2) analisis; (3) inferensi; dan (4) argumentasi dan pengambilan data lainnya dengan wawancara. Penelitian dilakukan di SMA Negeri 1 Pakem dan SMA Negeri 1 Girimulyo kelas XI IPA kawasan pegunungan Daerah Istimewa Yogyakarta. Keseluruhan jumlah populasi yaitu 280 siswa dengan jumlah sampel 78 siswa. Pemilihan sampel menggunakan metode cluster random sampling. Data yang diperoleh selanjutnya diuji menggunakan statistik deskriptif kualitatif. Hasil penelitian menunjukkan perolehan pada masing-masing aspek yaitu: (1) inquiry: 43% ; (2) analisis: 44% ; (3) inferensi: 42% ; dan (5) argumentasi: 55%. Hasil persentase menunjukkan bahwa kemampuan berpikir ilmiah masih kurang optimal karena rata-rata perolehan masih di bawah 50%. Hal ini disebabkan sebagian besar kemampuan berpikir ilmiah siswa di kawasan pegunungan DIY masih kurang dioptimalkan. Daerah pegunungan merupakan faktor yang berpengaruh langsung terhadap kemampuan berpikir ilmiah siswa. Kata kunci: Kemampuan berpikir ilmiah Pegunungan DIY Topografi daerah ABSTRACT Key word: DIY mountains Regional topography Scientific thinking ability Scientific thingking skill analyze of students' XI IPA at mountainous region of Daerah Istimewa Yogyakarta. This study aims to analyze the scientific thinking of students of the eleventh grade of science class high school in the mountainous areas of Special Region of Yogyakarta (DIY). This type of research is qualitative descriptive. Data collection was carried out using a scientific thinking ability test consisting of 25 items containing scientific thinking aspects: (1) inquiry; (2) analysis; (3) inference; and (4) argumentation and other data collection by interview. The research was conducted at SMA Negeri 1 Pakem and SMA Negeri 1 Giriulyo in 11th grade of science class in the mountainous areas of Special Region of Yogyakarta. The total population is 280 students with a total sample of 78 students. Sample selection using cluster random sampling method. The data obtained are then tested using descriptive qualitative statistics. The results of the study show that the acquisition of each aspect: (1) inquiry: 43%; (2) analysis: 44%; (3) inference: 42%; and (5) argumentation: 55%. The percentage results indicate that the scientific thinking ability is still less than optimal because the average acquisition is still below 50%. This is because most of the scientific thinking abilities of students in the DIY mountainous areas are still not optimized. Mountainous areas are factors that directly influence the ability of students to think scientifically.

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“…Gifted students thrive on intellectual challenge and are motivated to collaborate with other students about problems or issues that intrigue them (Gallagher & Stepien, 1996). Moreover, gifted students typically have strong analytical skills and, thus, they are effective problem solvers (Eysink, Gersen, & Gijlers, 2015). Furthermore, they “approach problems in a scientific way, which makes them strong in relating concepts and discovering general patterns” (Eysink et al, 2015, p. 63).…”

Section: Literature Reviewmentioning

confidence: 99%

Valuing the Process and Product of Inquiry-Based Instruction and Learning

Barone

2018

Journal for the Education of the Gifted

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This year-long qualitative study explored third-, fourth-, and fifth-grade gifted students’ participation during inquiry explorations. We discovered that it took considerable time for students to balance the process and final product created. For instance, students focused on the process and planning of the outcome. However, when the outcome product was created, they may have only considered one element early in the academic year. There was a delicate balance between engaging in inquiry and developing a product that met expectations.

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Inquiry learning for gifted children

Cited by 26 publications

References 35 publications

BE COOL! a digital learning environment to challenge and socially include gifted learners

BE COOL! a digital learning environment to challenge and socially include gifted learners

Analisis kemampuan berpikir ilmiah siswa kelas XI IPA kawasan pegunungan Provinsi Daerah Istimewa Yogyakarta

Valuing the Process and Product of Inquiry-Based Instruction and Learning

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