AN IMPACT OF GUIDED INQUIRY ON STUDENTS UNDERSTANDING OF PLANT WATER METABOLISM - A CASE STUDY

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F16%3A43891420" target="_blank" >RIV/60076658:12410/16:43891420 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.21125/iceri.2016.0717" target="_blank" >http://dx.doi.org/10.21125/iceri.2016.0717</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/iceri.2016.0717" target="_blank" >10.21125/iceri.2016.0717</a>

Jazyk výsledku

angličtina

Název v původním jazyce

AN IMPACT OF GUIDED INQUIRY ON STUDENTS UNDERSTANDING OF PLANT WATER METABOLISM - A CASE STUDY

Popis výsledku v původním jazyce

In this contribution the results of the implementation of the inquiry based teaching program focused on plant water metabolism and findings of the research aimed to the influence of this teaching program on students' achievement are presented. The high school students of the second grade were taught by using teaching program constructed according to the rules of guided inquiry learning. The design of the teaching program is described as well. An impact of this teaching program on the students' knowledge of plant water metabolism was tested via the didactic test. To enable the assessment of students' achievement from different points of view and to obtain a complex information, several types of questions were used: multiple-choice questions, open form questions and also questions requiring answers including problem solving skills. The results of the focus group were compared to the results of the control group taught by classical frontal teaching. Totally 90 students were tested. According to the results of our research, the guided inquiry approach used in teaching plant water metabolism increased significantly students' achievement. Substantial improvement of focus group as compared to the control group was detected in particular in the open questions and the problem solving questions, i.e. questions, requiring deeper insight into the topic and formulation of accurate explanations. Also in questions requiring responses based on the memorization strategies ( multiple-choice questions) the students taught by guided inquiry approach reached slightly better results as the students taught by teacher centered frontal teaching, but the differences were not so significant as in open form questions. Based on these findings, we concluded, that guided inquiry approach used in teaching program aimed to the plant water metabolism is suitable for the improvement of students' achievement and enhances high school students understanding of the role of plants in human environment.

Název v anglickém jazyce

AN IMPACT OF GUIDED INQUIRY ON STUDENTS UNDERSTANDING OF PLANT WATER METABOLISM - A CASE STUDY

Popis výsledku anglicky

In this contribution the results of the implementation of the inquiry based teaching program focused on plant water metabolism and findings of the research aimed to the influence of this teaching program on students' achievement are presented. The high school students of the second grade were taught by using teaching program constructed according to the rules of guided inquiry learning. The design of the teaching program is described as well. An impact of this teaching program on the students' knowledge of plant water metabolism was tested via the didactic test. To enable the assessment of students' achievement from different points of view and to obtain a complex information, several types of questions were used: multiple-choice questions, open form questions and also questions requiring answers including problem solving skills. The results of the focus group were compared to the results of the control group taught by classical frontal teaching. Totally 90 students were tested. According to the results of our research, the guided inquiry approach used in teaching plant water metabolism increased significantly students' achievement. Substantial improvement of focus group as compared to the control group was detected in particular in the open questions and the problem solving questions, i.e. questions, requiring deeper insight into the topic and formulation of accurate explanations. Also in questions requiring responses based on the memorization strategies ( multiple-choice questions) the students taught by guided inquiry approach reached slightly better results as the students taught by teacher centered frontal teaching, but the differences were not so significant as in open form questions. Based on these findings, we concluded, that guided inquiry approach used in teaching program aimed to the plant water metabolism is suitable for the improvement of students' achievement and enhances high school students understanding of the role of plants in human environment.

Druh

D - Stať ve sborníku

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2016

Kód důvěrnosti údajů

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

Název statě ve sborníku

ICERI2016 Proceedings of the 9th annual International Conference of Education, Research and Innovation

ISBN

978-84-617-5895-1

ISSN

2340-1095

e-ISSN

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Počet stran výsledku

6

Strana od-do

7533-7538

Název nakladatele

IATED

Místo vydání

Valencia

Místo konání akce

Seville, Spain

Datum konání akce

14. 11. 2016

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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