The influence of inquiry-based learning on high school students’ critical and creative thinking skills
Article Sidebar
-
Critical Thinking, Creative Thinking, Educational Methods
Abstract
The ability to think critically and creatively is essential for students to succeed in a rapidly changing world. Traditional teaching methods often fail to develop these skills in students. Inquiry-Based Learning (IBL), which encourages students to explore questions and seek solutions independently, is proposed as an effective approach to enhancing critical and creative thinking. Despite its potential, limited research exists on the impact of IBL on these skills in high school settings, particularly in non-Western educational contexts. This study aims to investigate the influence of Inquiry-Based Learning on high school students’ critical and creative thinking skills in a classroom setting. A quasi-experimental design was used, involving 120 high school students from two different schools. One group received IBL-based instruction, while the other group followed traditional teaching methods. Data were collected using pre- and post-assessments of critical and creative thinking skills, along with student surveys and classroom observations. The results revealed that students in the IBL group showed significant improvements in both critical and creative thinking skills compared to the control group. Analysis indicated that IBL encouraged greater student engagement, problem-solving, and innovative thinking. The study suggests that Inquiry-Based Learning is a promising method for enhancing high school students’ critical and creative thinking skills, offering valuable implications for educational practices.
Full text article
References
Aidoo, B., Anthony-Krueger, C., Gyampoh, A. O. G., Tsyawo, J., & Quansah, F. (2022). A Mixed-Method Approach to Investigate the Effect of Flipped Inquiry-Based Learning on Chemistry Students Learning. European Journal of Science and Mathematics Education, 10(4), 507–518. https://doi.org/10.30935/scimath/12339
Akaygun, S., & Adadan, E. (2021). Fostering senior primary school students’ understanding of climate change in an inquiry-based learning environment. Education 3-13, 49(3), 330–343. https://doi.org/10.1080/03004279.2020.1854961
Bachhawat, A. K., Pandit, S. B., Banerjee, I., Anand, S., Sarkar, R., Mrigwani, A., & Mishra, S. K. (2020). An inquiry?based approach in large undergraduate labs: Learning, by doing it the “wrong” way. Biochemistry and Molecular Biology Education, 48(3), 227–235. https://doi.org/10.1002/bmb.21331
Chen, R. H. (2021). Fostering Students’ Workplace Communicative Competence and Collaborative Mindset through an Inquiry-Based Learning Design. Education Sciences, 11(1), 17. https://doi.org/10.3390/educsci11010017
Cui, Y., Zhao, G., & Zhang, D. (2022). Improving students’ inquiry learning in web?based environments by providing structure: Does the teacher matter or platform matter? British Journal of Educational Technology, 53(4), 1049–1068. https://doi.org/10.1111/bjet.13184
Fegely, A. G., Hagan, H. N., & Warriner, G. H. (2020). A practitioner framework for blended learning classroom inquiry-based virtual reality lessons. E-Learning and Digital Media, 17(6), 521–540. https://doi.org/10.1177/2042753020926948
Feldt, J. E., & Petersen, E. B. (2021). Inquiry-based learning in the Humanities: Moving from topics to problems using the “Humanities imagination.” Arts and Humanities in Higher Education, 20(2), 155–171. https://doi.org/10.1177/1474022220910368
Hamed, S., Ezquerra, Á., Porlán, R., & Rivero, A. (2020). Exploring pre-service primary teachers’ progression towards inquiry-based science learning. Educational Research, 62(3), 357–374. https://doi.org/10.1080/00131881.2020.1780624
Ismailov, M. (2021). Conceptualizing an inquiry-based lingua-cultural learning through telecollaborative exchanges. F1000Research, 10, 677. https://doi.org/10.12688/f1000research.55128.2
Mielikäinen, M., Viippola, E., & Tepsa, T. (2024). Experiences of a project-based blended learning approach in a community of inquiry from information and communication technology engineering students at Lapland university of applied sciences in Finland. E-Learning and Digital Media, 21(5), 406–426. https://doi.org/10.1177/20427530231164053
Mohammed, S. M., Amponsah, K. D., Ampadu, E., & Kumassah, E. K. (2020). Extent of Implementation of Inquiry-based Science Teaching and Learning in Ghanaian Junior High Schools. Eurasia Journal of Mathematics, Science and Technology Education, 16(12), em1928. https://doi.org/10.29333/ejmste/9373
Novitra, F., Festiyed, F., Yohandri, Y., & Asrizal, A. (2021). Development of Online-based Inquiry Learning Model to Improve 21st-Century Skills of Physics Students in Senior High School. Eurasia Journal of Mathematics, Science and Technology Education, 17(9), em2004. https://doi.org/10.29333/ejmste/11152
Orosz, G., Németh, V., Kovács, L., Somogyi, Z., & Korom, E. (2023). Guided inquiry-based learning in secondary-school chemistry classes: A case study. Chemistry Education Research and Practice, 24(1), 50–70. https://doi.org/10.1039/D2RP00110A
Romero-Ariza, M., Quesada, A., Abril, A. M., Sorensen, P., & Oliver, M. C. (2019). Highly Recommended and Poorly Used: English and Spanish Science Teachers’ Views of Inquiry-based Learning (IBL) and its Enactment. EURASIA Journal of Mathematics, Science and Technology Education, 16(1). https://doi.org/10.29333/ejmste/109658
Saleh, A., Phillips, T. M., Hmelo?Silver, C. E., Glazewski, K. D., Mott, B. W., & Lester, J. C. (2022). A learning analytics approach towards understanding collaborative inquiry in a problem?based learning environment. British Journal of Educational Technology, 53(5), 1321–1342. https://doi.org/10.1111/bjet.13198
Suartama, I. K., Triwahyuni, E., Abbas, S., Hastuti, W. D., M, U., Subiyantoro, S., Umar, U., & Salehudin, M. (2020). Development of E-Learning Oriented Inquiry Learning Based on Character Education in Multimedia Course. European Journal of Educational Research, volume–9–2020(volume–9–issue–4–october–2020), 1591–1603. https://doi.org/10.12973/eu-jer.9.4.1591
Tirado-Olivares, S., Cózar-Gutiérrez, R., García-Olivares, R., & González-Calero, J. A. (2021). Active learning in history teaching in higher education: The effect of inquiry-based learning and a student response system-based formative assessment in teacher training. Australasian Journal of Educational Technology, 37(5), 61–76. https://doi.org/10.14742/ajet.7087
Valle, N., Antonenko, P., Endara, L., Davis, E. C., Somarriba, G., Sessa, E., Luo, F., Carey, S., Dogan, S., Burleigh, J. G., & McDaniel, S. (2021). Community Science, Storytelling, or Inquiry-Based Learning? Evaluating Three Technology-Enhanced Pedagogical Approaches in an Online Botany Course. The American Biology Teacher, 83(8), 513–520. https://doi.org/10.1525/abt.2021.83.8.513
Van Der Graaf, J. (2020). Inquiry-Based Learning and Conceptual Change in Balance Beam Understanding. Frontiers in Psychology, 11, 1621. https://doi.org/10.3389/fpsyg.2020.01621
Yin, B., & Yuan, C.-H. (2022). Blended learning performance influence mechanism based on community of inquiry. Asia Pacific Journal of Education, 1–16. https://doi.org/10.1080/02188791.2022.2061912
Zeng, T., Jin, B., Glade, T., Xie, Y., Li, Y., Zhu, Y., & Yin, K. (2024). Assessing the imperative of conditioning factor grading in machine learning-based landslide susceptibility modeling: A critical inquiry. CATENA, 236, 107732. https://doi.org/10.1016/j.catena.2023.107732
Authors
Copyright (c) 2024 Pong Krit, Rit Som, Som Chai
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
