scholarly journals Teacher questioning in an open-inquiry learning environment: Interactions of context, content, and student responses

1996 ◽  
Vol 33 (7) ◽  
pp. 709-736 ◽  
Author(s):  
Wolff-Michael Roth
Keyword(s):  
Learning Environment ◽  
Inquiry Learning ◽  
Teacher Questioning ◽  
Student Responses ◽  
Open Inquiry

scholarly journals THE ROLE OF GENERAL INQUIRY KNOWLEDGE IN ENHANCING STUDENTS’ TRANSFORMATIVE INQUIRY PROCESSES IN A WEB-BASED LEARNING ENVIRONMENT

2014 ◽  
Vol 13 (1) ◽  
pp. 19-31
Author(s):  
Mario Mäeots ◽  
Margus Pedaste
Keyword(s):  
Learning Environment ◽  
Science Learning ◽  
Inquiry Learning ◽  
Learning Approach ◽  
Web Based ◽  
Inquiry Skills ◽  
Open Inquiry ◽  
Effective Learning ◽  
Web Based Learning

Inquiry has been regarded internationally as an effective learning approach for science learning; however, it is still not actively used in many schools. The current study argues that one of the reasons is incompleteness of the model for inquiry. This study seeks to open inquiry from a new angle by bringing in general inquiry knowledge, which could be regarded as an important limitation in enhancing inquiry. Next, it is empirically tested if general inquiry knowledge is related to the level of students’ transformative inquiry skills. General inquiry knowledge pertains to the nature of a coherent inquiry process as a whole, comprehending knowledge about transformative and regulative inquiry processes. In this study, students’ general inquiry knowledge and transformative inquiry skills were evaluated in a web-based learning environment Young Researcher. The analysis of the results demonstrated that the learning environment was suitable for improving students’ general inquiry knowledge, and these are related with the level of transformative inquiry skills. Key words: computer-supported inquiry learning, general inquiry knowledge, inquiry learning, inquiry meta-processes, transformative and regulative inquiry processes.

scholarly journals Efektifitas Pembelajaran Berbasis Inquiry Melalui Implementasi Modeling Instruction pada Materi Alat Optik

2021 ◽  
Vol 8 (4) ◽  
pp. 545
Author(s):  
Soekarman Soekarman
Keyword(s):  
Inquiry Learning ◽  
Optical Instrument ◽  
Student Responses ◽  
Student Activities ◽  
Inquiry Based Learning ◽  
Modeling Instruction ◽  
Optical Instruments ◽  
Descriptive Research ◽  
Quantitative Descriptive

This study aims to analyze inquiry-based learning through the implementation of modeling instruction on optical instrument materials. This research method used quantitative descriptive research. The subjects of this study were students of class XI IPA SMAN 2 Donggo. The collection technique includes observation, literature review, questionnaire, test and documentation. The data obtained will be analyzed descriptively quantitatively, among the research data to be analyzed are: student activities, learning outcomes, and student responses to ongoing learning. The results of this study include: 1) Student activity obtained a score of 74.58% or good category, 2) Inquiry learning with Modeling Instruction on optical instrument material can actually improve students' understanding with an N-gain score of 1.3 points or very high category. high, 3) Student responses to learning obtained a score of 84.37% or very interesting category. Based on the results of the study, it was found that through Inquiry learning with Modeling Instruction on Optical Instruments material, it can be used as an alternative to improve the quality of learning in class, especially in Physics subjects.

Enhancing Metacognitive Language Learning Strategy Use and Business Language Proficiency in Technology-Enhanced Collaborative Learning Environment

2019 ◽  
pp. 399-410
Author(s):  
Ke Zhao
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Language Proficiency ◽  
Learning Strategy ◽  
Inquiry Learning ◽  
Strategy Use ◽  
Business English ◽  
Language Learning Strategy ◽  
Learning Strategy Use ◽  
Collaborative Inquiry Learning

This study addresses the key issues in CALL literature concerning how to design, evaluate and examine a technology-enhanced collaborative inquiry learning environment for EFL students to enhance language learning processes and language proficiency. Participants were four intact business English classes at a Chinese university with 102 Year 1 students in a 12-week project learning in English for International Business in two different learning environments, namely computer-supported collaborative inquiry learning (CSCIL) and regular project-based learning environment (PBL). Data from multiple sources were obtained including learning strategy surveys, pre-and post- business language proficiency tests, and online interactions. Pre- and post-questionnaire surveys were administered to measure effect of the design on language learning strategy use. Positive design effect was observed on metacognitive strategy use and language proficiency development. Quantitative online discourse analyses were conducted to examine relations among online Knowledge Forum participation and language strategy use as well as business language proficiency. Theoretical and practical implications of this study were also discussed in particular relation to a theory-informed and technology-enhanced EFL business English pedagogy.

scholarly journals My Pocket Technology: Introducing a Mobile Assisted Inquiry Learning Environment (MAILE) to Promote Inquiries among Secondary Students

2017 ◽  
Vol 6 (3) ◽  
pp. 107 ◽  
Author(s):  
Sreelekha Leelamma ◽  
Uma Devi Indira
Keyword(s):  
Learning Environment ◽  
Secondary Students ◽  
Instructional Strategy ◽  
Environmental Science ◽  
Inquiry Learning ◽  
Cognitive Learning ◽  
Control Group ◽  
School Students ◽  
Inquiry Based Learning ◽  
Multiple Dimensions

 This paper introduces the Mobile Assisted Inquiry Learning Environment (MAILE), an Experimental Instructional Strategy (EIS) which employs an inquiry-based learning approach to guide secondary school students to learn environmental science in an engaging way supported by mobile phones. The students are situated in both the real world and the virtual world to extend their learning experiences. The effectiveness of this innovative approach is determined by comparing the learning effectiveness of an Experimental Group (EG) exposed to the experimental strategy and a Control Group (CG) taught the same content using the pedagogy prescribed by the state curriculum. The results show significant positive results in favor of the EG in multiple dimensions of cognitive learning prescribed by Bloom’s Taxonomy: Knowledge, Comprehension and Application.

Collaborative group engagement in a computer-supported inquiry learning environment

2015 ◽  
Vol 10 (3) ◽  
pp. 273-307 ◽  
Author(s):  
Suparna Sinha ◽  
Toni Kempler Rogat ◽  
Karlyn R. Adams-Wiggins ◽  
Cindy E. Hmelo-Silver
Keyword(s):  
Learning Environment ◽  
Inquiry Learning ◽  
Collaborative Group ◽  
Group Engagement

scholarly journals Student Practicum Competencies through Lesson Study with the application of Argument Driven Inquiry

2019 ◽  
Vol 9 (2) ◽  
pp. 243-251
Author(s):  
Nurhasana Siregar ◽  
◽  
Rodiah Ulfah Lubis ◽  
Puspa Riani Nasution ◽  
◽  
...  
Keyword(s):  
Qualitative Research ◽  
Qualitative Analysis ◽  
Learning Outcomes ◽  
Physics Education ◽  
Lesson Study ◽  
Inquiry Learning ◽  
Student Responses ◽  
Analysis Techniques ◽  
Final Measurement ◽  
The Right

This study intends to analyse the student's practicum competencies through Lesson Study activities by applying the Argument Driven Inquiry learning model which was studied using qualitative research with descriptive qualitative analysis techniques. The sample is 13 students in the fourth semester of physics education. Based on students’ practicum reports, the percentage of learning outcomes in the first Lesson Study was 70.91, the second Lesson Study was 84.83. The indicators of student practicum competencies include the competencies of synthesis, cooperation, communication and independence, each percentage gain is 41.03%; 47.12%; 54.49%; 45.77% in Lesson Study 1, and 77.56%; 82.69%; 78.85%; 76.92% in Lesson Study 2. Student responses to practicum competencies for each indicator are 80.13%; 83.33%; 82.05%; 78.21%. These show that there is a positive change in student practicum competencies and the reflection’s results show that there is an accurate prediction of the final measurement result and knowing how to obtain the right measurement outcome.

Curiosity and open inquiry learning

2007 ◽  
Vol 41 (4) ◽  
pp. 162-169 ◽  
Author(s):  
M.ichal Zion ◽  
Irit Sadeh
Keyword(s):  
Inquiry Learning ◽  
Open Inquiry
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