ERIC Number: EJ1303228
Record Type: Journal
Publication Date: 2021
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2014-5349
EISSN: N/A
Enhanced Conceptual Understanding, 21st Century Skills and Learning Attitudes through an Open Inquiry Learning Model in Physics
Journal of Technology and Science Education, v11 n1 p30-43 2021
The study is grounded in the fact that in Southeast Asia, there are few studies on the effects of authentic, inquiry-based learning, or instruction in the field of Science education. This study investigated the effects of the open inquiry learning model in Physics on the concept and 21st century skill attainment, and learning attitudes of grade 12 students of a state university in the Philippines. The study involved a pretest-posttest experimental design using quantitative approaches. Normalized Hake gain was used to determine the effectiveness of the open inquiry learning model in enhancing the concept attainment of students. Non-parametric test, particularly, Wilcoxon signed ranks test, determined the significant difference between the pre and post-test scores. Net shift in pre-test and post-test scores in Colorado Learning Attitude about Science Survey (CLASS) identified a shift in the learning attitudes of students. The difference between the pre-test and post-test scores of students was found to be significant (Z=-3.927, p=0.000<0.05; Z=-3.387, p=0.001<0.05). Students achieved a high Hake gain (0.82). There was also a positive shift in the learning attitudes of students. Thus, the open inquiry learning model is effective in improving the conceptual understanding, 21st century skills, and learning attitudes of students. Because of its positive effects on students' holistic learning, further promotion of this learning pedagogy is needed, especially in the Philippines setting. A series of professional development programs anchored on this learning pedagogy may be launched to train teachers and pre-service teachers.
Descriptors: 21st Century Skills, Educational Attitudes, Active Learning, Inquiry, Physics, Science Education, Foreign Countries, High School Students, Instructional Effectiveness, Pretests Posttests, Grade 12, Skill Development
Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Grade 12
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Philippines
Grant or Contract Numbers: N/A