Inquiry-Based Learning (IBL): A Global Model in the Light Virtual Education

Document Type : Original Article

Authors

Master student, Department of Physics, Faculty of Basic Sciences, Shahid Rajaee Teacher Training University (SRU), Tehran, Iran

Abstract

Abstract The purpose of this study was to investigate the effectiveness of Inquiry-Based Learning (IBL) as a global model in virtual education in increasing eighth grade students' learning of light-related concepts. The design was quantitative, quasi-experimental and single group. The statistical population of the study included all eighth-grade students of Robat Karim city in the academic year of 2020-2021. The randomly selected study sample included 30 eighth grade students from a public school by cluster sampling. Students' performance was measured by a researcher-made test with appropriate validity and reliability in the pre-test and post-test design. The results in terms of descriptive statistical indicators such as the table of mean scores as well as the parametric t-test for correlated groups show that the Inquiry-Based Learning (IBL) model significantly increases students' learning and on the other hand, it reduces the dependence only on the physical presence of the teacher and even the teacher's booklet. In this model, sometimes teaching starts with just one question and the students' minds are activated to answer that question and learning starts from this point. In the Covid-19 era, when students are at home, they will have an active and curious mind so they can confidently talk about light concepts, explain and even extend the concepts of light to other concepts.

Highlights

This study was to investigate the effectiveness of Inquiry-Based Learning (IBL) as a global model in virtual education in increasing eighth grade students' learning of light-related concepts. The design was quantitative, quasi-experimental and single group. The statistical population of the study included all eighth-grade students of Robat Karim city in the academic year of 2020-2021. The randomly selected study sample included 30 eighth grade students from a public school by cluster sampling. Students' performance was measured by a researcher-made test with appropriate validity and reliability in the pre-test and post-test design. The results in terms of descriptive statistical indicators such as the table of mean scores as well as the parametric t-test for correlated groups show that the Inquiry-Based Learning (IBL) model significantly increases students' learning and on the other hand, it reduces the dependence only on the physical presence of the teacher and even the teacher's booklet. In this model, sometimes teaching starts with just one question and the students' minds are activated to answer that question and learning starts from this point.,

Keywords

آموزش مجازی نور

References

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Research in Experimental Science Education
Volume 1, Issue 1 - Serial Number 1
November 2021
Pages 23-26

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History

  • Receive Date: 06 December 2021
  • Accept Date: 06 December 2021

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