Research Practice University of Akron Inquiry Based Learning in Science Paper – please follow the instruction , see attached problem of practice -the Literature Review you should see before start writing- subject: inquiry beasd learning Running head: Literature Review
Inquiry Based Learning in Science
The inquiry-based learning in science is fundamentally important because it adopts an
investigative approach and strategy to teaching and learning. It also entails a strategy where
students are given an opportunities or opportunities in the research problem from lowest level of
learning (Silm, Tiitsaar, Pedaste, Zacharia, & Papaevripidou, 2017). These opportunities entail an
(1) investigation of the problem, (2) searching for possible solutions, (3) making observations in
both laboratory and casual setting, (4) being inquisitive about research problems, (5) creative
thinking and (6) utilizing intuition (Silm, Tiitsaar, Pedaste, Zacharia, & Papaevripidou, 2017).
The significance of inquiry-based learning in science is that it involves students to
explore solutions in science, develop explanations for the phenomena under the research and
investigation, elaboration on the processes and concepts, and evaluation and assessment of their
understandings in the light of available evidence (Marshall, Smart, & Alston, 2017). The
learning process is facilitated by the inquiry based learning because it relies on both teachers and
students to be inquisitive. Secondly, the approach requires the teachers to recognize the
significance of presenting the problems to students and challenge them to conceptualize their
understandings with the objective of reconciling their new construct understandings and
The inquiry-based learning in science helps the students to thinking creatively and when
engaging scientific oriented questions in situation they have to learn (Suárez, Specht, Prinsen,
Kalz, & Ternier, 2018). In this case, they would have to give priority to collecting data and
evidence, evaluate the explanation while keeping in mind about the alternative’s explanation and
solution as well as learning not only to communicate but also justify their decision in the process.
The student should be able to dispose the promotion and justification of the decisions (Silm,
Tiitsaar, Pedaste, Zacharia, & Papaevripidou, 2017). Alternatively, the inquiry-based learning in
science requires the students to use evidence, imagination and logic by the development of
explanation about the natural world.
Effects in Science Learning
The effects in science learning is huge because the inquiry-based learning enables the
students to explore solutions in science, develop explanations for the phenomena under the
research and investigation, elaboration on the processes and concepts, and evaluation and
assessment of their understandings in the light of available evidence (Suárez, Specht, Prinsen,
Kalz, & Ternier, 2018). The learning process is facilitated by the inquiry-based learning because
it relies on both teachers and students to be inquisitive (Kang & Keinonen, 2018). Secondly, the
approach requires the teachers to recognize the significance of presenting the problems to
students and challenge them to conceptualize their understandings with the objective of
reconciling their new construct understandings and anomalous thinking (Suárez, Specht, Prinsen,
Kalz, & Ternier, 2018).
Secondly, the inquiry-based learning is student-centered with the aim of design a
course that includes peer-teaching, problem and inquiry-based learning (Silm, Tiitsaar, Pedaste,
Zacharia, & Papaevripidou, 2017). The use of inquiry-based learning in science is to promote
literacy and skills development as well as improvement in student’s science literacy as well as
research skills via inquiry lab instruction (Silm, Tiitsaar, Pedaste, Zacharia, & Papaevripidou,
2017). Furthermore, the use of inquiry-based learning enables student to gain self-confidence in
their scientific abilities. Finally, the inquiry-based learning in science have a positive impact on
the conceptual of students in understanding and scientific process skills (Silm, Tiitsaar, Pedaste,
Zacharia, & Papaevripidou, 2017). It also does not make any difference on student’s attitude
toward science. Due to the ability of instructors using inquiry-based learning in science, it
stimulates students to think creatively.
Types of Inquiry-based Learning
There are many types of inquiry-based learning that can be implemented to the instructors.
However, before the types of inquiry-based learning, there are principles that govern the inquirybased learning (Pedaste, et al., 2015). Some of the principles include the following:
✓ Principle 1: The students are always the center of the entire process while technology,
resources and instructors must be adequately organized to support them (Suárez, Specht,
Prinsen, Kalz, & Ternier, 2018).
✓ Principle 2: All the learning activities must always revolve around the informationprocessing skills (Ural, 2016).
✓ Principle 3: The instructors must facilitate the learning process and also seek to
understand more about the students and the process of inquiry-based learning in science
and other students (Suárez, Specht, Prinsen, Kalz, & Ternier, 2018).
✓ Principle 4: There should be emphasis on evaluating the development of informationprocessing skills and conceptual understanding (Suárez, Specht, Prinsen, Kalz, & Ternier,
Types of inquiry
There are four types of inquire based learning that includes the following:
➢ Confirmation Inquiry-based learning: It entails learners being given questions and
methods by which the end result is known already (Stender, Schwichow, Zimmerman, &
Härtig, 2018). In this case, the objectives are to confirm the result and it enables the
learners to reinforce established ideas and practice their investigation skills (Akuma &
➢ Structured Inquiry-based Learning: The students are given questions and method for
the achievement of the results (Silm, Tiitsaar, Pedaste, Zacharia, & Papaevripidou, 2017).
The goal is to provide an explanation that is supported by the evidence and data gathered
during and via the investigation process (Kang & Keinonen, 2018).
➢ Guided Inquiry-based learning: The students would give questions with the main
objective of design a method of investigation as well as test the question itself (Suárez,
Specht, Prinsen, Kalz, & Ternier, 2018).
➢ Open inquiry based learning: In this case, the student must form their own questions,
design their investigation methods and carry out the inquiry itself (Marshall, Smart, &
Alston, 2017). The student would then present the result both orally and written at the
end of the process.
All in all, the inquiry-based learning, in an instructional setting, enables students
and instructors to get an opportunity to fully explore the problems and scenarios with the aim of
getting learning the results and the process itself. Inquiry-based learning also encourage the
students to ask questions, obtain evidence that supports their questions and results, explore their
environment for alternative as well as design a convincing argument regarding the way they
reached to the end of the results.
Akuma, F. V., & Callaghan, R. (2019). A systematic review characterizing and clarifying intrinsic
teaching challenges linked to inquiry‐based practical work. Journal of Research in
Science Teaching, 56(5), 619-648.
Duran, M., & Dökme, İ. (2016). The effect of the inquiry-based learning approach on student’s
critical-thinking skills. Eurasia Journal of Mathematics, Science & Technology
Education, 12(12), 2887-2908.
Kang, J., & Keinonen, T. (2018). The effect of student-centered approaches on students’ interest
and achievement in science: Relevant topic-based, open and guided inquiry-based, and
discussion-based approaches. Research in Science Education, 48(4), 865-88.
Marshall, J. C., Smart, J. B., & Alston, D. M. (2017). Inquiry-based instruction: A possible
solution to improving student learning of both science concepts and scientific practices.
International journal of science and mathematics education, 15(5), 777-7.
Moon, J. A., & Brockway, D. (2019). Facilitating Learning in an Interactive Science Simulation:
The Effects of Task Segmentation Guidance on Adults’ Inquiry-Based Learning and
Cognitive Load. Journal of Research on Technology in Education, 1-24.
Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., &
Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry
cycle. Educational research review, 14, 47-61.
Silm, G., Tiitsaar, K., Pedaste, M., Zacharia, Z. C., & Papaevripidou, M. (2017). Teachers’
Readiness to Use Inquiry-Based Learning: An Investigation of Teachers’ Sense of
Efficacy and Attitudes toward Inquiry-Based Learning. Science Education International,
Stender, A., Schwichow, M., Zimmerman, C., & Härtig, H. (2018). Making inquiry-based
science learning visible: the influence of CVS and cognitive skills on content knowledge
learning in guided inquiry. International Journal of Science Education, 40(15), 18121831.
Suárez, Á., Specht, M., Prinsen, F., Kalz, M., & Ternier, S. (2018). A review of the types of
mobile activities in mobile inquiry-based learning. Computers & Education, 118, 38-55.
Ural, E. (2016). The effect of guided-inquiry laboratory experiments on science education
students’ chemistry laboratory attitudes, anxiety and achievement. Journal of Education
and Training Studies, 4(4), 217-227.
5100:640 Using Research to Inform Practice
Problem of Practice
Overall Description of Assignment
For this assignment you will write a preliminary research proposal. You’ll see in the directions
described below that the proposal has a very narrow scope in that you will write almost
exclusively about the research methods you will use. The purpose of the assignment is to
demonstrate your understanding of the research methods we have studied this semester by
applying the concepts to a topic that is of interest to you.
General Formatting Requirements
Like other assignments this semester, I am a bit of a stickler on how papers are formatted. The
reason I am a stickler is because grading papers submitted electronically is much easier for me if
you adhere to these directions. Thank you in advance for following these requirements!
USE THE HEADINGS PROVIDED in the sample document included with these directions. Papers
submitted without the proper headings will be returned, and you will need to reformat and resubmit.
SINGLE SPACE within paragraphs and double space between paragraphs. Papers that are
double‐spaced throughout will be returned, and you will need to reformat and resubmit.
DO NOT include a separate cover page or title page of any kind. Papers with a separate title or cover
page will be returned, and you will need to reformat.
INCLUDE PAGE NUMBERS. Paper submitted without page numbers will be returned for
INCLUDE YOUR LAST NAME in title of file submitted to Brightspace.
mypaper.doc or Research. doc
Johnson.doc or Smith Jones Davis.doc
At the top of the first page include a title for your proposal that aligns with your topic/problem of
interest. The title should be engaging to your reader. DO NOT title your paper Problem of
Practice. Beneath the title, list your name or the names of your collaborative group should you
decide to complete the assignment with one or more classmates.
Please note: If your interest has remained the same, you may use the same paragraphs you used
for the Planning for a Literature Review assignment. The directions for the Introduction Section
are identical. To write this section you must describe the problem or topic of interest to you in
considerable detail. Imagine that you are explaining your problem or topic to someone who
knows little or nothing about it. You will need to provide enough detail so a reader who is not
familiar can understand what you are describing. You might need to include some definitions if
you are using terms that might not be familiar to the reader. This section should be
approximately 3 to 4 detailed and thorough paragraphs.
Things to keep in mind:
You should write this section – and the entire paper – in first person. For example, “I am
interested in…..” or “We are interested in….”.
You may cite literature if you wish, but you are not required to do so.
Please note: Your research questions may be similar to those from the Planning for a Literature
Review assignment, but they are not going to be exactly the same.
In this section you will list a set of questions that will guide your research. Typically 2 to 4
questions are sufficient. Keep these factors in mind as you craft your questions:
The questions should be worded in such a manner that they can be answered by
collecting data from research participants.
The questions may be similar to those you used in the Planning for a Literature Review
assignment, but chances are you will have to modify them slightly. Conducting a
literature review and designing a research study have a different focus.
The questions should be clearly and unquestionably linked to the participants you identify
and the data collection methods you describe in the subsequent sections.
In this section you will state whether you intend to use quantitative or qualitative research
methods. You should start this section with the statement: “I plan to use [quantitative or
qualitative] methods to conduct my research.” After this statement write two paragraphs as
Explain why you have chosen quantitative or qualitative methods as the most appropriate
for answering your research questions. What is it about your research study that aligns
more with one approach than the other?
Describe what you believe are your strengths and challenges as a quantitative or
qualitative researcher. Elaborate by explaining why you believe these attributes are either
strength or a challenge. What strategies might you use to compensate for your personal
In this section you will describe how you will go about identifying and selecting
participants. There is no absolute right or wrong response, but your response must be sufficiently
detailed to demonstrate your understanding of the concepts associated with participant selection
for either quantitative or qualitative research. Your sampling methods must also align with your
Identify how many participants will participate in your research study. Provide a rationale
for your decision to seek that number of participants. (2 to 4 sentences)
Describe the characteristics of your participants in some detail. Simply saying that your
participants are “college students” is an insufficient description. (Short paragraph)
Describe in detail the methods you will use to select your participants. Your description
must demonstrate your understanding of the quality characteristics of either quantitative
or qualitative research. (Longer paragraph)
In this section you will describe how you will go about collecting data. There is no absolute right
or wrong response, but your response must be sufficiently detailed to demonstrate your
understanding of the concepts associated data collection for either quantitative or qualitative
research. Your data collection methods must also align with your research questions.
Name the data collection method(s) you plan to use. The method(s) you identify must
align with your research approach (qualitative or quantitative), be appropriate for your
research participants and align with your research questions. (1 to several sentences)
Elaborate on the data collection method(s) that you will use. Your description should
demonstrate you understanding of how a quantitative or qualitative research would use
the data collection method(s). (Short paragraph per data collection method)
Describe how you will establish and maintain the integrity and quality of the data
collection process. Your response should demonstrate you understanding of how
quantitative or qualitative researchers demonstrate that their data collection methods
produce quality data. (Longer paragraph)
Strengths and Limitations
To write this section you will describe factors that are likely to influence the implementation of
Identify and describe 2 factors that would make your study relatively easy to
complete. Make sure to describe why and/or how this factor will impact the ease in which
you would implement your study. (2 paragraphs)
Identify and describe 2 factors that might make your study more challenging to
implement. Elaborate by describing why the factor will make the study challenging and
describe some strategies for overcoming the challenges. (2 paragraphs)
To write this section you will speculate how your research might impact your professional
practice and the practice of others in your field.
Describe specifically how you might use the results of your study to inform your own
professional practice. (1 paragraph)
Identify other professionals in your general field for whom your study is likely to be of
interest. These should be professionals who are likely to use the results of your study to
inform their professional practice. Explain how other professionals in your general field
are like to use the results of your study to inform their professional practice (1 paragraph)
Example of Final Paper
Scroll down to page 5 below to see an example of what your final paper will look like.
Make sure to carefully follow the specific instructions described above as you complete
EXAMPLE PAPER IS ON PAGE 5
Your final paper should look like this.
Please carefully read the directions for completing each section (as described above).
Although the example below illustrates a single paragraph for each section, the directions
provide guidance about the number of paragraphs for each section.
Title of Paper
Name of Individual or Name of Group Members
Strengths and Limitations
Purchase answer to see full
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