![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
ABSTRACT
Background
Inquiry-based learning has been widely adopted in educational practice especially in science education. Scaffolding plays an important role in fostering learning in sophisticated inquiry. Meanwhile, it is important not to undermine the open-endedness of inquiry activities and the nature of student-centred learning.
Purpose
This study proposes a progressive approach to inquiry-based learning, which is characterized by a three-stage (initial, main, and extended) inquiry project. Basic knowledge is induced in an initial inquiry, which lays the foundation for developing a comprehensive understanding in the main inquiry, followed by an extended inquiry to extend the knowledge beyond textbooks.
Sample
Sixty 9th grade secondary students participated in this study.
Design and methods
We implemented inquiry-based learning in a secondary physics lesson using the proposed approach. Cloud-based technology was used to facilitate flexible sharing and reflection among students and allowing the teacher to observe student performance and provide instant support to students. We collected the data through a knowledge examination, a survey questionnaire, and an interview with the teacher to examine the effects of the proposed approach.
Results
The results have shown promising effects of the approach on improving students’ subject knowledge and their attitude toward inquiry-based learning.
Conclusion
The proposed three-stage (initial, main, and extended) approach to progressive inquiry is effective for learning by progressive construction of knowledge through a series of interrelated inquiry tasks.
Disclosure statement
No potential conflict of interest was reported by the authors.