Learning style as a factor influencing the effectiveness of the inquiry-based science education at lower secondary schools

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18470%2F16%3A50004954" target="_blank" >RIV/62690094:18470/16:50004954 - isvavai.cz</a>

Alternative codes found

RIV/62690094:18450/16:50004954 RIV/44555601:13430/16:43887845

Result on the web

<a href="http://www.scientiasocialis.lt/jbse/?q=node/526" target="_blank" >http://www.scientiasocialis.lt/jbse/?q=node/526</a>

DOI - Digital Object Identifier

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Result language

angličtina

Original language name

Learning style as a factor influencing the effectiveness of the inquiry-based science education at lower secondary schools

Original language description

The IBSE has become a rather frequently applied strategy of directing learning activities in teaching science subjects. However, results of the IBSE effectiveness are not clear. A more detailed analysis is required which will reflect learners' individual characteristics. Therefore, the main aim of this research is to discover what the effectiveness of IBSE reflecting individual learning style is. The learning style categorization followed the Honey and Mumford's variation on the Kolb's system. The IBSE effectiveness was detected by the didactic test consisting of 15 PISA-style tasks. The research was conducted in the sample of 332 learners who were exposed to IBSE for five months. Their knowledge was tested before, immediately after and four months after the IBSE approach was applied in lessons. The collected data were processed by ANOVA and Tukey HSD test. The results show that the highest short-term results were reached with learners preferring concrete sensing; the highest long-term results were reached with those of active processing of information. This finding might be caused by better use of metacognition and acquiring such individual metacognitive strategies which learners apply at utilization of information. Further on, the IBSE should focus on mechanisms of fixing the acquired knowledge.

Czech name

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Czech description

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Type

J_x - Unclassified - Peer-reviewed scientific article (Jimp, Jsc and Jost)

CEP classification

AM - Pedagogy and education

OECD FORD branch

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Project

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Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2016

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Journal of Baltic science education

ISSN

1648-3898

e-ISSN

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Volume of the periodical

15

Issue of the periodical within the volume

5

Country of publishing house

LT - LITHUANIA

Number of pages

14

Pages from-to

588-601

UT code for WoS article

000388828900004

EID of the result in the Scopus database

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