Year: 2026
Type: article
Abstract: Inquiry-Based Science Education (IBSE) is a teaching method that has varied reactions from both teachers and students. However, most research on the reception of IBSE focuses on the impact on students’ academic achievements or teachers’ reflections. In this study, we demonstrate a new method of Thematic Network Analysis to investigate how students reflect on inquiry lessons. Through online open-ended surveys, we collected written feedback from 61 students (aged 16-18) about a lesson about cloud formation. This showed that many students had an overall positive view of the inquiry lessons and self-reported to have learned about the topic. Through Thematic Network Analysis, this study reveals a more nuanced view of the students’ responses by revealing their connections. These insights cover topics such as the difference between students’ perceptions of their learning and their demonstrated learning, how students demonstrate their learning and the importance of the level and topic of an IBSE lesson. This study shows, from the student’s point of view, how IBSE lessons are received and showcases a mixed-method analysis that can be used to find nuanced insights in student responses.
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Funders: European Commission, Horizon 2020
OpenAlex ID: W7127938463