Comparing How Different Inquiry-Based Approaches Impact Learning Outcomes

Autor/inn/en	Tawfik, Andrew A.; Hung, Woei; Giabbanelli, Philippe J.
Titel	Comparing How Different Inquiry-Based Approaches Impact Learning Outcomes
Quelle	In: Interdisciplinary Journal of Problem-based Learning, 14 (2020) 1, (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Tawfik, Andrew A.) ORCID (Hung, Woei) ORCID (Giabbanelli, Philippe J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-5015
Schlagwörter	Active Learning; Inquiry; Outcomes of Education; Problem Based Learning; Case Method (Teaching Technique); Lecture Method; Knowledge Level; Thinking Skills; Self Efficacy; Concept Formation; Undergraduate Students; Problem Solving; Teacher Guidance; Student Centered Learning + Suchen Sie Ihr Suchwort? Aktives Lernen; Lernleistung; Schulerfolg; Problem-based learning; Problemorientiertes Lernen; Case method; Fallmethode; Wissensbasis; Denkfähigkeit; Self-efficacy; Selbstwirksamkeit; Concept learning; Begriffsbildung; Problemlösen; Lehrerberatung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	To date, there are currently many variations of inquiry-based instruction including problem-based learning (PBL), lecture prior to problem solving, and case-based learning (CBL). While each claim to support problem-solving, they also include different levels of student-centeredness and instructor support. From an educational perspective, further clarity is needed to determine which model best supports learning outcomes such as conceptual knowledge, causal reasoning, and self-efficacy. While various meta-analyses have been conducted to ascertain how inquiry-based instruction compares with lecture-based approaches, there are few studies that directly compare these methods. To address this gap, this study looked at the effects of PBL, lecture prior to problem-solving, and CBL on students conceptual knowledge, causal reasoning, and self-efficacy (N = 91). While no significant difference was found on self-efficacy, the results found that learners in the PBL group performed highest on conceptual knowledge. In terms of causal reasoning, the PBL group outperformed other conditions on correctly identified connections. However, the PBL condition also had the highest number of incorrectly identified concepts. Implications for theory and practice are also discussed. (As Provided).
Anmerkungen	Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; Web site: https://scholarworks.iu.edu/journals/index.php/ijpbl/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01