The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.
Effects of Inquiry-based Learning on Students’ Science Literacy Skills and Confidence
Open accessAbstract
Calls for reform in university education have prompted a movement from teacher- to student-centered course design, and included developments such as peer-teaching, problem and inquiry-based learning. In the sciences, inquiry-based learning has been widely promoted to increase literacy and skill development, but there has been little comparison to more traditional curricula. In this study, we demonstrated greater improvements in students’ science literacy and research skills using inquiry lab instruction. We also found that inquiry students gained self-confidence in scientific abilities, but traditional students’ gain was greater –likely indicating that the traditional curriculum promoted over-confidence. Inquiry lab students valued more authentic science exposure but acknowledged that experiencing the complexity and frustrations faced by practicing scientists was challenging, and may explain the widespread reported student resistance to inquiry curricula.
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Cites
Hake, R. R. (1998) · American Journal of Physics · doi:10.1119/1.18809 · Cited by 6,072
Peer Instruction: Ten years of experience and results
Crouch, C. H., & Mazur, E. (2001) · American Journal of Physics · doi:10.1119/1.1374249 · Cited by 2,682
Reforming Science Teaching: What Research Says About Inquiry
Anderson, R. D. (2002) · Journal of Science Teacher Education · doi:10.1023/a:1015171124982 · Cited by 1,140
Sawada, D., Piburn, M. D., Judson, E., Turley, J., Falconer, K., Benford, R., & Bloom, I. (2002) · School Science and Mathematics · doi:10.1111/j.1949-8594.2002.tb17883.x · Cited by 564
Tien, L. T., Roth, V., & Kampmeier, J. A. (2002) · Journal of Research in Science Teaching · doi:10.1002/tea.10038 · Cited by 321
The effect of inquiry teaching and advance organizers upon student outcomes in science education
Lott, G. W. (1983) · Journal of Research in Science Teaching · doi:10.1002/tea.3660200507 · Cited by 86
Cited by
Singer, S., & Smith, K. A. (2013) · Journal of Engineering Education · doi:10.1002/jee.20030 · Cited by 835
Teaching the process of science: faculty perceptions and an effective methodology
Coil, D., Wenderoth, M. P., Cunningham, M., & Dirks, C. (2010) · CBE—Life Sciences Education · doi:10.1187/cbe.10-01-0005 · Cited by 282
Stephenson, N. S., Miller, I. R., & Sadler-McKnight, N. P. (2019) · Journal of Chemical Education · doi:10.1021/acs.jchemed.8b00836 · Cited by 46
Min, T., Lee, B., & Jho, H. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13410-1 · Cited by 26
Schmid, K. M., Dunk, R. D. P., & Wiles, J. R. (2021) · Journal of College Science Teaching · doi:10.1080/0047231x.2021.12290532 · Cited by 9
Metadata
- Authors
- Gormally, C., Brickman, P., Hallar, B., & Armstrong, N.
- Venue
- International Journal for the Scholarship of Teaching and Learning
- Publisher
- Georgia Southern University
- Published
- 2009-07-01
- Volume
- 3
- Issue
- 2
- ISSN
- 1931-4744 (ISSN-L)
- OpenAlex
- W2162029407
- Cited by
- 546
- References
- 6
- FWCI
- 40.84
- Type
- journal article
- Language
- en
- Open access
- diamond
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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