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Cited by 60 publications
(57 citation statements)
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References 58 publications
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“…Finally, the active, more self-directed, and student-centred nature of inquiry-based instruction allows students to act as participants in knowledge generation rather than as passive audiences that receive knowledge. This shift in responsibility combined with increased levels of autonomy and selfdirection, improved higher order thinking skills, and a more sophisticated epistemological understanding encapsulates the theoretical benefits of inquiry-based instruction (Constantinou et al, 2018).…”
Section: Inquiry-based Instructionmentioning
confidence: 90%
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“…Finally, the active, more self-directed, and student-centred nature of inquiry-based instruction allows students to act as participants in knowledge generation rather than as passive audiences that receive knowledge. This shift in responsibility combined with increased levels of autonomy and selfdirection, improved higher order thinking skills, and a more sophisticated epistemological understanding encapsulates the theoretical benefits of inquiry-based instruction (Constantinou et al, 2018).…”
Section: Inquiry-based Instructionmentioning
confidence: 90%
“…As this literature review will illustrate, there is an ongoing debate regarding the effectiveness of inquiry-based instruction in terms of student outcomes. Despite this uncertainty, there is a strong theoretical case for using inquiry-based instructional approaches (see Constantinou, Tsivitanidou, & Rybska, 2018;Spronken-Smith, 2008). Inquiry-based instruction is largely grounded in constructivist theory and is an inductive teaching ('bottom-up') approach (Prince & Felder, 2006).…”
Section: Inquiry-based Instructionmentioning
confidence: 99%
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“…ISSN 1648-3898 /Print/ ISSN 2538-7138 /Online/ Physics Teachers' Perceptions Towards Physics Competencies Woolnough (2000) and Sheppard and Robbins (2009) attributed low students' enrolment rate in physics to their view on this subject as too extensive, mathematical, academic oriented and highly dependent on memorizing the physics concept in the textbooks. These perceptions are largely due to the teaching methods utilized by physics teachers that practice rote learning with little opportunity for open inquiry learning activities (Constantinou et al, 2018). This unconducive way of teaching and learning is worrying as physics requires more than superficial understanding of concepts but also to apply the knowledge in solving community problems (e.g.…”
Section: Physics Teachers' Knowledge and Understanding Of Pementioning
confidence: 99%
“…Scholars describe three distinct meanings of the term of IBSL: scientific inquiry; inquiry learning, and inquiry teaching (Anderson, 2002;Minner et al, 2010). By participating in a scientific inquiry, students are able to analyse how scientists work, how they solve dilemmas, and how they make important subjects decisions for the current society (Constantinou &Tsivitanidou, 2018). RRI activity corresponds to scientific inquiry when students construct their own knowledge ‗doing science' Scholars posit that student can report enjoying science by ‗doing science' in the classroom, but they may still choose not to be science scientists, i.e.…”
Section: Theoretical Backgroundmentioning
confidence: 99%