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Stripling Model of Inquiry
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The issues that prompt this study are based on current research indicating the positive effects of inquiry learning onthe cognitive development of children. The purpose of this case study was to understand the effects of inquirylearning on the academic achievement and bilingual verbal ability of 5th grade bilingual students in a French/Englishdual...
Context in source publication
Context 1
... inquiry-based instructional program utilized in this study was guided by cyclical elements of inquiry found in the Stripling (2003) Model of Inquiry. Originally intended to frame the learning of information technology the model incorporates six phases in which the students connect, wonder, investigate, construct, express and reflect on their learning (see Figure 1). Throughout each phase students actively process information with teacher guidance and feedback from peers, rather than passively receiving facts through a transmission oriented model of instruction (Castronova, 2002). ...
Citations
... The study findings match with similar findings of other studies conducted on inquiry-based learning like (Smith, 2016) has presented that the link between IBL implementation is positive with academic achievement and literary skills. Another study by (Lee, 2014) in which discovered that IBL activities give opportunities to students to interact together and participate actively in class. ...
With a bundle of changes in the new age that has brought considerable challenges to the doorstep of teachers and educators, novel approaches to teaching are now emerging to take on the challenges. Inquiry-based learning (IBL), thanks to its well-rooted fundamentals, can be considered a potential approach to addressing challenges in many effective ways. IBL is a learning and teaching process that focuses on using questions as an initial point in learning; learners are immersed in the process of generating and posing questions to find the truth, information, or knowledge through hands-on activities performed by learners themselves with teachers’ guidance on the side. The primary aim of the present study was to find out learners’ perceptions of IBL implementation. The study exposed 26 Iraqi EFL learners to the approach and investigated the participant’s opinions and perceptions of the approach implementation. To collect data, participants were asked to fill out a questionnaire with particular reference to the effects of IBL on students’ class engagement, prior knowledge activation, student-centered environment promotion, and cultivation of 21st-century skills. Results highlight students’ positive preferences toward IBL implementation.
... According to Ting et al. [19], the five phases of the learning cycle using 5E's model have succeeded in gaining the interest of the readers by using the strategies that have been suggested in each of the specified phases. Research involving children's verbal and cognitive development has had a positive impact by planning how to activate knowledge of teaching backgrounds, monitor children's understanding as well as place learning outcomes to be achieved [20]. The results of previous studies have proven that although originally the 5E learning cycle model started from Biological Science but the application of this model in teaching and learning is impossible. ...
... IBA implementation can also be informed by Stripling Model of Inquiry(SMI).The model was initially proposed by Stripling (2008) and consists of six process or stages such as connect to previous knowledge &experience, wonder(question), investigate, construct, express and reflect. This stages can shape the teaching process who choose to adopt IBA in their teaching instructions [8]. ...
... The learner -centeredness associated with IBA has also been to some extent demonstrated by the observed informants regardless of varied forms in which some of them have shown to demonstrates. This concept confirm previous studies with similar perspective that sharing of information among learners or between learners and the teacher is what makes inquiry lesson meaningful [8]. Meaningful in the sense that, people in a group can identify false ideas which have been conceived by another member. ...
The purpose of this qualitative study was to explore conceptual understanding of geography teachers of Inquiry-Based Approach (IBA) for teaching Geography subject. The researcher adopted the case study research design, and the study was conducted on eleven geography teachers from four Secondary schools at Morogoro Municipality, Tanzania. The findings indicate a mixed conceptual understanding of the interviewed geography teachers on the meaning of IBA although some of them seems to experience the use IBA features in their teaching. A lesson can be drawn from this study to inform the area of teaching and teachers development in Tanzania. The study recommended that to make the most use of inquiry-based approach of teaching and learning especially in geography subject, teachers have to be updated now and then on how to effectively use it in the classroom.
... A noteworthy inquiry-based learning cycle approach is the Biological Sciences Curriculum Study (BSCS) 5E Instructional model (Bybee et al., 2006) which comprises five learning cycle stages; Engagement, Exploration, Explanation, Elaboration, and Evaluation (refer to Figure 1). Deeply rooted in cognitive psychology, constructivist-learning theory, directive inquiry and best practices in science teaching, this model has been gradually adopted into second language teaching (Herman et al., 2018;McElvain & Smith, 2016;Moses et al., 2015;van de Graaf et al., 2020;Wale & Bishaw, 2020). The cycle starts with engagement phase that promotes prior assessment of learners' knowledge and mental focus on the concept before progressing to the exploration phase that provides concrete, hands-on experiences where learners express their current conceptions and clarify puzzling elements of the prior phase. ...
... The scarcity of its transfer and application into ESL classroom is conspicuously glaring. For the past few years, research on the application of IBL into ESL teaching and learning were mostly conducted overseas such as those by Moses et al. (2015) in the United States of America, McElvain and Smith (2016) in Northern California, Herman et al. (2018) in Indonesia, van de Graaf et al., (2020) in Netherlands and Wale and Bishaw (2020) in Africa. ...
... Scrutinizing the details of these past studies reveals that although the 5E Instructional Model originates from Biological Sciences, the adoption of this model into second language based research (Herman et al., 2018;McElvain & Smith, 2016 (Bybee et al., 2006) indicates that in inquiry-based settings, content knowledge, critical thinking, language development and creativity flourish (Moses at el., 2015;Wale & Bishaw, 2020). Furthermore, the study by Herman et al., 2018 also resulted in positive outcomes in developing reading proficiency, engaging learners with challenging texts, activating background knowledge, as well as enhancing teamworks and learning process. ...
... The study findings match with similar findings of other studies conducted on inquirybased learning like (Smith, 2016) has presented that the link between IBL implementation is positive with academic achievement and literary skills. Also, (S. ...
Over the last decades, foreign language preference has become a global trend. This popularity has ultimately put the spotlight on language teachers who are expected to teach languages effectively. Specifically, teaching language skills is one of the vital elements of the process. There are many methods and models that are available to improve language skills. Considering this, this study was conducted. The models that have recently emerged into language teaching is Inquiry-based Learning (IBL) claiming to fulfill the demands of education nowadays. It is defined as a process of seeking truth, information, or knowledge by posing questions and problems, consequently, the students are required to find out answers to the arisen questions or problems by themselves (Fauziati, 2014). In this research, it is predicted that IBL enhances reading and writing skills. To figure out this, an experimental study was conducted on students from a private university in Iraq, Erbil. Hence, the primary aim of this study was to find out to what extent IBL improves reading and writing skills. To carry out the study, pre-and post-tests design was followed to assess the effects of IBL on reading and writing skills. The results of the tests showed that IBL, indeed, improves reading and writing skills significantly to a great extent.
Purpose: The objective of this research is to investigate the effect of inquiry-based instruction on the 6th grade students' achievement in English class and language learning curiosity.
Method: Pretest-posttest control group design was utilized for the investigation of the effect of inquiry-based instruction on the 6th grade students' achievement in English class and language learning curiosity. A focus group interview was performed with nine attendants within the experimental group in order to examine the opinions of the students about inquiry-based instruction. The experiment, control and pilot groups were assigned during the meeting with the school administrators of the application school. Before the experimental application, the inquiry-based English language activities were applied to a group of students who have similar qualifications with the target group so as to test the practicability of the activities.While the activities prepared for the implementation of the inquiry-based instruction were applied to experimental group students, the ordinary course plan was followed in the control group during two months. The English language achievement test developed by the researcher and language learning curiosity scale adapted by Demirci and Akcaalan (2022, s. 55) were applied to both experimental and control groups before and after the experimental process. The data gathered with achievement test and language learning curiosity scale were analysed by the use of non-parametric statistical tests. The data collected with the focus group interview was analysed with the use of content analysis and the results were presented in graphs.
Results: First of all, the findings of qualitative and quantitative research show that the students’ achievements tests and language learning curiosity scale levels in both groups were found as similar levels before the experimental application. Secondly, the inquiry-based instruction activities applied to the experimental group improved the achievement of the students in English language lesson with a high impact value and affected the retention of learning positively. Although the English language achievement of the students in the control group did not improve significantly, the instruction in the control group had a positive and middle impact on students’ achievement. It is understood that achievement level of the attendants in the experimental group improved significantly compared to the control group attendants according to post-test mean results. Nevertheless, both instructions applied in the groups did not affect all the student’s language learning curiosity level significantly considering the data of the language learning curiosity scale. Focus group interview findings show that although the students found the activities challenging, they asserted the inquiry-based instruction oriented them to research and, contributed them significantly in terms of English language learning, language learning curiosity and communication in foreign language in daily life.
Conclusion and Suggestions: As a result of the investigation, it is concluded that inquiry-based instruction improved students’ English language achievement with a high impact value and affected their retention of learning positively. However, the quantitative result of the research shows that the instructions in both groups did not affect the students’ language learning curiosity level significantly. On the other hand, qualitative result of the investigation points out that inquiry-based instruction highly improved the experimental group attendants in terms of instructional value and language learning curiosity. Some suggestions are given to the researchers and implementers for the future investigations and activities related to the inquiry-based instruction and language learning curiosity.
The study aims to examine the implementation of an inquiry-based learning approach to improving problem-solving skills and conceptual knowledge building at university. Analysis of Variance (ANOVA) was used to test the impact of inquiry-based learning in problem-solving skills and conceptual knowledge building. The study found that that variance of the inquiry-based learning is different, revealing that different levels of inquiry-based learning influence problem-solving. It is also found that approximately 88.5% of the variance in problem-solving can be explained or accounted for by inquiry-based learning differences. It is confirmed that that variance of the inquiry-based learning is different, revealing that different levels of inquiry-based learning influence conceptual knowledge building. The study also found that approximately 31.5% of the variance in conceptual knowledge building can be explained or accounted for by inquiry-based learning differences.
