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

Kód výsledku v 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>

Nalezeny alternativní kódy

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

Výsledek na webu

<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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Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2016

Kód důvěrnosti údajů

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

Název periodika

Journal of Baltic science education

ISSN

1648-3898

e-ISSN

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Svazek periodika

15

Číslo periodika v rámci svazku

5

Stát vydavatele periodika

LT - Litevská republika

Počet stran výsledku

14

Strana od-do

588-601

Kód UT WoS článku

000388828900004

EID výsledku v databázi Scopus

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