Moving inquiry-based learning forward: A meta-synthesis on inquiry-based classroom practices for pedagogical innovation and school improvement in the humanities and arts

Costes-Onishi, Pamela; Baildon, Mark; Aghazadeh, Sima

doi:10.1080/02188791.2020.1838883

Cited by 16 publications

(8 citation statements)

References 46 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Actively experiencing research by learners may promote a better understanding of scientific concepts [47,48], which Klein [49], Mao et al [50], and Chang and Mao [51] have particularly shown among the Earth sciences. More specifically, Namdar [52] conceived IBL on the subject of global climate change for future teachers, who thereby could significantly enhance their understanding of global climate change.…”

Section: Inquiry-based Learning As a Promising Approach For Climate C...mentioning

confidence: 99%

Inquiry-Based Learning on Climate Change in Upper Secondary Education: A Design-Based Approach

2022

View full text Add to dashboard Cite

Education is of great importance in the context of climate change, as it can promote pro-environmental behaviour. However, climate change education is accompanied by didactic and pedagogical challenges because, among other reasons, climate change is a complex phenomenon and many people have a psychological distance to the topic. A promising approach to face these challenges is inquiry-based learning (IBL), as several studies show. To date, however, there are barely any empirically tested instructional designs, especially for close-to-science IBL, focusing on climate change. The study presented here therefore addresses the question of how a science propaedeutic seminar for upper secondary schools on the regional implications of climate change should be designed to ensure successful learning processes. Based on the design-based research approach, qualitative research methods (focus group discussions, semi-standardised written teacher surveys, and participant observations) were used to identify target-oriented design guidelines and implementation principles for such seminars. In the seminars, 769 students have so far researched different aspects of climate change in their own regions. The identified design guidelines and implementation principles were further operationalised for teaching practice, so that the research generated both a contribution to theory building and an applicable concept for schools.

show abstract

Section: Inquiry-based Learning As a Promising Approach For Climate C...mentioning

confidence: 99%

Inquiry-Based Learning on Climate Change in Upper Secondary Education: A Design-Based Approach

2022

View full text Add to dashboard Cite

show abstract

“…The life curriculum of school education focuses on life skills and inquiry of social issues to enhance students' learning. In addition to connecting with integrated inquirybased learning (Costes-Onishi et al, 2020;Johnson et al, 2019;McLean et al, 2015;Nenadal & Mistry, 2018;Oppermann et al, 2019) and reading strategy (Matuk et al, 2021;Patrick et al, 2013;van den Heuvel-Panhuizen et al, 2016) in early childhood education, this curriculum also prepares for the next learning stage.…”

Section: Introductionmentioning

confidence: 99%

Using an ocean culture course to improve students’ marine life concepts and learning interest

Hsieh

Chen

Tsai

2022

Preprint

View full text Add to dashboard Cite

This study aimed to determine the effectiveness of an ocean culture course using the TRIP learning model (Triggered situational interest-Reading-Inquiry-Presentation) in enhancing students’ marine life concepts and learning interests. The participants consisted of 67 first graders (6 years old). A quasi-experimental design was employed, and the mixed methods analysis was used in this study. The results indicated that the experimental group students’ concepts of marine life were improved with a large effect size (d = 1.4), and they outperformed their counterparts with a large effect size (f = 0.40). The students’ learning interest in marine ecological conservation concepts was improved with a medium effect size (d = 0.53), and they outperformed their counterparts with a large effect size (f = 0.54). The results revealed that using the TRIP learning model for marine education improved the teaching of the teachers who taught the experiment group. Moreover, the model enhanced the effectiveness of the students’ learning interest in understanding marine life and marine ecological conservation concepts. Finally, some suggestions for further teaching and research were provided.

show abstract

“…In Singapore, IBL has become central to curriculum reforms where students “take part in meaningful learning activities to become more self-directed and lifelong learners, think more critically and creatively, and develop a range of competencies considered essential for 21st-century work and citizenship” (Costes-Onishi, et al, 2020a, p. 2). Inquiry and its approaches have been adopted as essential in the curriculum in the arts.…”

Section: Introductionmentioning

confidence: 99%

Inquiry-based learning in music: Indicators and relationships between key pedagogical practices and the quality of critical thinking

Costes-Onishi

Kwek

2022

Research Studies in Music Education

Self Cite

View full text Add to dashboard Cite

Many scholars have advocated the addition of more intellectual activities in music classrooms, the most prominent being critical thinking through inquiry. Inquiry-based learning (IBL) has been recognized as necessary for teaching and learning that increases critical thinking skills and dispositions. This study describes an extensive list of indicators that could ascertain the pedagogical practices and intellectual quality of knowledge work indicating the strength of inquiry in music classrooms. It shows the relationships between these indicators that help us understand the enablers and hindrances to critical thinking as an aspect of IBL in music. The article focuses on the Descriptive Statistics results of 114 classroom observations for music at the Primary and Secondary levels, using coding schemes developed in the Singapore Core3-PP project from 2018 to 2020. The results confirm the gap identified in the literature that music classes lack significant inquiry work that would nurture critical thinking skills and dispositions. The findings provide pedagogical insights that can (a) inform educators on how to examine and grow their IBL practice in music lessons; (b) move music education’s objective toward a balanced development of music skills and knowledge construction; (c) develop critical musicality and independent musicianship among students; and (d) provide concrete measures for researchers to design interventions in the areas of teacher learning in IBL.

show abstract

Moving inquiry-based learning forward: A meta-synthesis on inquiry-based classroom practices for pedagogical innovation and school improvement in the humanities and arts

Cited by 16 publications

References 46 publications

Inquiry-Based Learning on Climate Change in Upper Secondary Education: A Design-Based Approach

Inquiry-Based Learning on Climate Change in Upper Secondary Education: A Design-Based Approach

Using an ocean culture course to improve students’ marine life concepts and learning interest

Inquiry-based learning in music: Indicators and relationships between key pedagogical practices and the quality of critical thinking

Contact Info

Product

Resources

About