The Transformative Effects of Guided Inquiry-Based Learning on Scientific Knowledge of Vision

Autor/inn/en	Aregehagn, Ehtegebreal; Lykknes, Annette; Febri, Maria I. M.; Ayene, Mengesha
Titel	The Transformative Effects of Guided Inquiry-Based Learning on Scientific Knowledge of Vision
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 26 (2022) 3, S.205-217 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2022.2135294
Schlagwörter	Inquiry; Active Learning; Scientific Concepts; Science Instruction; Misconceptions; Middle School Students; Grade 8; Foreign Countries; Transformative Learning; Geometric Concepts; Ethiopia + Suchen Sie Ihr Suchwort? Aktives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Missverständnis; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; Pädagogische Transformation; Elementare Geometrie; Äthiopien
Abstract	The use of guided inquiry-based learning (GIBL) in a manner designed to challenge individual students' unscientific conceptions of science, has been researched widely. However, few (if any) studies have investigated the implementation of GIBL in a manner designed to challenge the fundamental patterns of students' context-dependent unscientific conceptions of science. This study investigates the effect of GIBL on transforming the fundamental patterns of Ethiopian eighth-grade students' context-dependent conceptions, schemes of knowledge, about vision. The study used a quasi-experimental pre--post design with a mixed method approach. We measured conceptual change using qualitative and quantitative assessments based on facet-scheme frequencies. Treatment-group students' conceptions expressed in a facet-scheme structure were compared with those of students receiving conventional instruction (CI). Before instruction, both student groups subscribed to spontaneous (observer not connected with the object/image) and inclusive (observer incorrectly connected with the object/image) vision schemes. After instruction, the frequencies of these schemes were decreased to a greater extent among GIBL students than CI students. The scientific scheme was observed with more frequency among GIBL students than CI students. We therefore conclude that GIBL transformed the students' schemes of knowledge from unscientific to scientific to a greater extent than CI. The study points out vital practical implications for educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01