The Effectiveness of Inquiry-based Learning on Middle School Students’ Mathematics Reasoning Skill

This study investigated the effectiveness of inquiry-based learning (IBL) approach in ratio and proportion on the mathematics reasoning skill of seventh-grade students. The study was carried out in a seventh-grade mathematics course in a middle school located in the Central Anatolia region of Turkey during the 2016-2017 academic year. The IBL content was prepared and implemented about the ratio and proportion topics on which the reasoning skill is effective in the 7th grade curriculum. The IBL teaching implementations were conducted with 30 seventh grade students, but nine students, who represented different math achievement levels, were selected for the study’s analysis. Course video recordings, worksheets, student interviews, and diaries were used as data collection tools. The results showed that the students' predictive, explanation, generalization and justification skills emerged as indicators of reasoning skill. Students made different predictions and generalizations based on their existing knowledge and they developed solutions to problems using different strategies in IBL process. According to these findings, it was concluded that students' reasoning skill were effective during IBL. Keywords: Inquiry-Based Learning in Mathematics (IBL-M), Reasoning skill, Ratio and proportion, Middle school students

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Get Your Head in the Game

Cases on Digital Game-Based Learning ◽

10.4018/978-1-4666-2848-9.ch012 ◽

2013 ◽

pp. 228-239 ◽

Cited By ~ 1

Author(s):

Brian Herrig

Keyword(s):

Middle School ◽

Middle School Students ◽

Technology Education ◽

Digital Games ◽

Digital Game ◽

Seventh Grade ◽

School Students ◽

Introductory Programming ◽

The World ◽

Game Environment

This chapter discusses the development and implementation of an introductory programming unit within a seventh grade technology education course. The goal of this unit was to introduce the concepts of programming to middle school students in a way that was accessible and unintimidating. Digital games provide an inherent level of engagement not present in other programming activities, and the digital game environment provides a safe platform for experimentation without concern for safety or equipment. The curriculum described in this chapter provides many practical examples of how digital games can be incorporated into a technology education classroom to engage students in the world of programming.

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Fishy Fun under the Sun

Mathematics Teaching in the Middle School ◽

10.5951/mtms.9.2.0078 ◽

2003 ◽

Vol 9 (2) ◽

pp. 78-82

Author(s):

Deborah A. Moore ◽

Maria C. Schwarz

Keyword(s):

Middle School ◽

Middle School Students ◽

Cooperative Learning ◽

Learning Environment ◽

The Sun ◽

School Students ◽

Ratio And Proportion ◽

Hands On ◽

And Mathematics ◽

Integrate Science

MY FAVORITE SEQUENCE OF LESSONS involves fun and creative activities that are both interesting and accessible to middle school students. The activities described in this article give a teacher one week's worth of lessons that allow geometry and measurement as well as ratio and proportion to be addressed in a cooperative learning environment. These lessons integrate science and mathematics with hands-on exploration using manipulatives.

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Teacher to Teacher: Truss(t)ing Triangles

Mathematics Teaching in the Middle School ◽

10.5951/mtms.3.6.0394 ◽

1998 ◽

Vol 3 (6) ◽

pp. 394-396

Author(s):

Bobbye Hoffman Bartels

Keyword(s):

Middle School ◽

Middle School Students ◽

Real Life ◽

Seventh Grade ◽

School Students ◽

Mathematics Class ◽

Traditional Mathematics ◽

Saturday Academy ◽

School Schedule ◽

Rigidity Characteristic

Often middle school students see no connection between geometry and real life. The following activity was designed to help make this connection for seventh-grade students participating in a Saturday academy. The activity centers on an elementary investigation of the rigidity characteristic of triangles, a concept seldom mentioned in K-8 mathematic textbooks but essential to the construction of structures that have to absorb tremendous forces and not collapse. Although this activity was completed outside the traditional mathematics class, it can be adapted to a school schedule and completed over two or more class periods.

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Exploring the Lived Experience of Middle School Students Engaged in Inquiry Based Learning

Information Literacy: Key to an Inclusive Society - Communications in Computer and Information Science ◽

10.1007/978-3-319-52162-6_49 ◽

2016 ◽

pp. 490-498

Author(s):

Shelly Buchanan

Keyword(s):

Middle School ◽

Middle School Students ◽

Lived Experience ◽

School Students ◽

Inquiry Based Learning

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Investigated effects of guided inquiry-based learning approach on students’ conceptual change and durability

Cypriot Journal of Educational Sciences ◽

10.18844/cjes.v15i4.5050 ◽

2020 ◽

Vol 15 (4) ◽

pp. 674-685

Author(s):

Ayberk Bostan Sarioglan ◽

Ibrahim Gedik

Keyword(s):

Middle School ◽

Middle School Students ◽

Conceptual Change ◽

Relevant Literature ◽

Sixth Grade ◽

Study Group ◽

Learning Approach ◽

Guided Inquiry ◽

School Students ◽

Inquiry Based Learning

This study aims to investigate the effect of guided inquiry-based learning approach on conceptual change and durability of sixth-grade middle school students regarding density concept. In this study, qualitative research methods were used. The study group consisted of 26 students studying in the sixth grade of a state middle school in the western part of Turkey. The data collection tool Test of Conceptual Understanding of Density (TCUD), including three open-ended questions, was used. TCUD was administered to the students in the study group before, immediately after, 6 weeks after and 24 weeks after the instruction. The results showed that the rate of giving scientific answers about the density concept of increased, whereas the rate of misconceptions decreased. It was also determined that the students were able to preserve scientific knowledge 6 and 24 weeks after the instruction, even if it was not the same as after the instruction. The effect of the course content which was prepared by following the guided inquiry-based learning approach on students' conceptual change and durability regarding the concept of density was discussed within the scope of the relevant literature and suggestions were made for further studies. Keywords: Conceptual change, conceptual durability, guided inquiry, middle school students

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A Mixed Analysis on the Study Habits of Middle School Students

Journal of Education and Learning ◽

10.5539/jel.v10n3p140 ◽

2021 ◽

Vol 10 (3) ◽

pp. 140

Author(s):

Salih USLU ◽

Melek KÖRÜKCÜ

Keyword(s):

Middle School ◽

Middle School Students ◽

Quantitative Data ◽

Structured Interview ◽

Study Habits ◽

Central Anatolia ◽

Negative Effects ◽

School Students ◽

Quantitative Sample ◽

Explanatory Sequential Design

This study investigated middle school students’ thoughts and attitudes towards study habits. The study employed an explanatory sequential design, which is a mixed method. The research consisted of two stages: quantitative and qualitative. The quantitative sample consisted of 205 students (116 girls and 89 boys) of a public middle school in the center of a city in the Central Anatolia Region in the 2019-2020 academic year. For the qualitative stage, fifteen students (seven girls and eight boys) were recruited from the quantitative sample using maximum variation sampling. The quantitative data were collected using the Questionnaire for Study Habits developed by Yenilmez and Özbey. Participants were interviewed using a semi-structured interview form consisting of open-ended questions. The quantitative data were analyzed using the Statistical Package for Social Sciences (SPSS v. 24.0). The results showed that participants had a moderate level of study habits. Gender and grade level were not correlated with study habits. Participants with appropriate study space had better study habits. Participants associated study habits with success in the future. The results showed that the Internet, tablet, and TV had adverse impacts on study habits and positive or negative effects on parents and teachers.

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