Finding Out How They Find It Out: An empirical analysis of inquiry learners’ need for support
Year: 2009
Type: article
Study design: Observational Study
Abstract: Inquiry learning environments increasingly incorporate modelling facilities for students to articulate their research hypotheses and (acquired) domain knowledge. This study compared performance success and scientific reasoning of university students with high prior knowledge (n = 11), students from senior high‐school (n = 10), and junior high‐school (n = 10) with intermediate and low prior knowledge, respectively, in order to reveal domain novices’ need for support in such environments. Results indicated that the scientific reasoning of both groups of high‐school students was comparable to that of the experts. As high‐school students achieved significantly lower performance success scores, their expert‐like behaviour was rather ineffective; qualitative analyses substantiated this conclusion. Based on these findings, implications for supporting domain novices in inquiry learning environments are advanced.
Authors: Yvonne G. Mulder, Ard W. Lazonder, Ton de Jong
Institution: University of Twente
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1998414361