102097 Researching Teaching and Learning 2

Assessment 2: Literature review

Overarching question:
How can Inquiry based learning be effective on student engagement?

Individual question:
How can Inquiry based learning address student barriers in engaging in
science lessons?

Part A: Literature review

Within this modern age the teaching and learning strategies used throughout
education are reforming. This process of change is occurring due to the eagerness of
educators and researches to want to improve aspects of a student’s learning in a way
that increases their engagement within lessons. Inquiry based learning (IBL) has
demonstrated that it has the ability to achieve this as multiple research papers have
shown that it is an advanced approach that has the ability to increase student
engagement, motivation and create a positive outlook towards their learning. IBL can
be defined as a blend of student-centred, hands-on investigations with the addition of
discovery (Uno, 1990). The educators that apply IBL act as facilitators that promote
class discussions and provide students with guidance rather than explicitly directing
tasks (Pedaste, Maeots, Leijen, & Sarapuu, 2012). Although IBL has become more
prevalent recently, it has existed for over forty years (Wheatley, 2018). Its increase
throughout classrooms has emerged due to its ability to adhere from the traditional
approaches of learning involving teacher directed lessons and shift towards student
directed learning. As students are provided with the appropriate strategies to create
their own hypotheses, gather data and interpret and present their results (De Jong,
2006). Thus, the purpose of this literature review is to investigate and research how
IBL can address the barriers students face in regards to their engagement within
science lessons.

Science is a subject that requires students to multitask and apply many of their skills
such as problem solving, critically thinking, conducting investigations and observing
data. The subject itself is already highly engaging for students particularly when
students are to conduct experiments that provide profound reactions. Thus, due to

Rabia Deeb
17464491
102097 Researching Teaching and Learning 2

students relying highly on the practical components to spark their engagement, it

makes it difficult for teachers to gain that same spark with relation to the theory
components. Hence why IBL is a useful strategy as it provides teachers with the
appropriate tools to also engage students with the theory aspects of science. In a
study by Kubieck (2005) on IBL, states that IBL is a teaching tool that aims to enhance
science lessons and minimise barriers within student engagement; ‘by engaging
students in authentic investigations, thereby achieving a more realistic conception of
scientific endeavor as well as providing a more learner-centered and motivating
environment’ (p.1). Similarly, Barstow (2001) also states that IBL addresses student
barriers to engage within science lessons as it connects students with realistic
experiences thus shifting away, “from canned labs and the passive memorization of
content to a dynamic, hands-on, authentic process of investigation and discovery”
(Barstow, 2001, p. 41). However, there are others forms of barriers that must be also
addressed in regards barriers that students face with their engagement and that is
teacher’s and their readiness to use IBL within science lessons.

Silm, Tiitsaar, Pedaste, Zacharia & Papaevripidou (2017) conducted a study on

teachers and their willingness to use IBL in Science, Math’s and Technology. Within
their study they found that teachers were still cautious with applying aspects of IBL
within their lessons, this is still despite the urge to push for IBL lessons within Science.
The term ‘teacher efficacy’ was used throughout their paper to describe the teacher’s
willingness to apply IBL. They defined the term as a judgement on their ability to
achieve the desired outcomes of student engagement through the implementation of
IBL, particularly among students who they find unmotivated or difficult to teach (Silm
et al., 2017). This term was also prevalent in another paper by McKeown, Abrams,
Slattum and Kirk (2016), whose study focus was also on IBL implementation in regards
to teacher confidence. In their study they focused on IBL professional enhancement
programs, to develop teacher efficacy in regard to improving student’s skills and
knowledge within science through the successful implementation of IBL. In
comparison both studies share similar ideologies on enhancing teacher skills and
confidence in implementing IBL through training programs. Although both papers
share many similarities, Mckeown et al., (2016) lacks in mentioning factors that may
influence teacher perspectives on the implantation of IBL. Whereas Silm et al., (2017)
states three specific factors these include, political, technical and cultural. Thus, by

Rabia Deeb
17464491
102097 Researching Teaching and Learning 2

preparing teachers and equipping them with the right tools and strategies to apply IBL
within their lessons, can help them deliver successful IBL lessons that can address
any student barriers in engaging within science lessons.

In another study by Smallhorn, Young, Hunter and Silva (2015) found that
incorporating IBL into science laboratories provides students with the ability to build
new relationships with their peers and facilitators, as students work collaboratively with
their peers on guided inquiry based activities to solve questions and test them. This
contributes to IBL addressing barriers in student engagement as students
communicate through group work and form new relationships in the process thus,
providing students with better learning outcomes. Their research project was focused
on assessing the impact of redeveloped IBL Biology laboratories on student
engagement and learning (Smallhorn, Young, Hunter and Silva, 2015). Their data
collection was gathered using a survey technique, it was shown that students before
the redeveloped laboratories felt no connection to the content or lessons. Whereas an
analysis of 710 students indicated that after the redeveloped laboratories and
incorporation of IBL lessons students felt that the laboratories improved the quality of
their learning, allowed them to comprehend major concepts of particular topics,
challenged them intellectually and advanced their data analysis skills (Smallhorn,
Young, Hunter and Silva, 2015). Throughout the survey students used words such as,
“hands-on” and “real-life” to describe their experiences within the redeveloped
laboratories. One student quoted, “I learn more when I use my hands and things are
in front of me more than just reading words on a page so it was easy to understand”
(Smallhorn, Young, Hunter and Silva, 2015, p.68). Thus, this study demonstrates how
IBL can address student barriers in engagement as students were more eager to want
to participate in their learning when provided with the opportunity to make decisions
and be more hands-on.

Similarly, in another study by Duran and Dӧkme (2016), examined two sets of groups.
The first group consisted of students who were taught using the traditional method of
learning, and the second group of students observed were taught using the IBL
method. Each group of students were provided with a pre and post-test in order to
assess their critical thinking and problem solving skills (Duran & Dӧkme, 2016). Upon
analysisng the results, Duran and Dӧkme (2016) found an increase in students critical

Rabia Deeb
17464491
102097 Researching Teaching and Learning 2

thinking skills and active engagement through lessons when taught using the IBL
method. Their study found that IBL addresses barriers in student engagement due to
students being able to participate in discussions that require more student reasoning.
Their study also found that students were more active throughout the lessons because
they were the controllers to an extent of their own learning (Duran & Dӧkme, 2016).
Therefore, in conclusion it is clear through the evidence based research papers
examined within this paper that IBL has a significant impact on addressing barriers in
student engagement. As it provides students with the ability to increase their
engagement through creating science lessons built around more hands-on and
realistic learning opportunities. Although, IBL is generally focused on scientific
principles, it is a teaching technique that is flexible to be used within other disciplines
in order to promote the process of discovery.

Rabia Deeb
17464491
102097 Researching Teaching and Learning 2

References

Barstow, D. (Ed.). (2001). Blueprint for change: Report from the national conference
on the revolution in earth and space science education. Cambridge,
MA: TERC.

De Jong, T. (2006). Technological advances in inquiry learning. Science, 312(5773),

532-533. Doi: http://dx.doi.org/10.1126/science.1127750

Duran, M., & Dökme, I. (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.

Kubicek, P., J. (2005). Inquiry-based learning, the nature of science, and computer
technology: New possibilities in science education. Canadian Journal
of Learning and Technology. 31(1), 1-12. Retrieved from
https://www.cjlt.ca/index.php/cjlt/article/view/26506/19688

McKeown, T. R., Abrams, L. M., Slattum, P. W., & Kirk, S, V. (2016). Enhancing
teacher beliefs through an inquiry-based professional development
program. Journal of Education in Science, Environment and Health,
2(1), 85-97. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5931731/#R13

Pedaste M., Mäeots M., Leijen Ä., Sarapuu S. (2012). Improving students' inquiry
skills through reflection and self-regulation scaffolds. Technology,
Instruction, Cognition and Learning. 9(1/2), 81-95. Retrieved from
https://www.researchgate.net/profile/Margus_Pedaste/publication/2853
09266_Improving_students'_inquiry_skills_through_reflection_and_self
-regulation_scaffolds/links/5a2d5226a6fdccfbbf898074/Improving-
students-inquiry-skills-through-reflection-and-self-regulation-
scaffolds.pdf

Rabia Deeb
17464491
102097 Researching Teaching and Learning 2

Silm, G., Tiitsaar, K., Pedaste, M., Zacharia, Z., & 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, 28(4), 315-325. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1161535.pdf

Smallhorn, M., Young, J., Hunter, N., & Silva, K., B., D. (2015). Inquiry-based
learning to improve student engagement in a large first year topic.
Student success, 6(2), 65-71. Doi: 10.5204/ssj.v6i2.292

Uno, G. (1990). Inquiry in the classroom. BioScience, 40(11), 841-843.

Wheatley, K. (2018). Inquiry-based learning: Effects on student engagement. Honors

Projects, 417. 1-26. Retrieved from
https://scholarworks.bgsu.edu/cgi/viewcontent.cgi?article=1435&contex
t=honorsprojects&fbclid=IwAR14mHSO_BixJtVTx-
cDbsAkILCgkz_U1ytw9Fx64OZsGjtCynE5yMc80xE

Rabia Deeb
17464491
102097 Researching Teaching and Learning 2

Part B: Research documentation – Interviews

Full name:

Signature:

School and teaching context:

How many years have you been teaching?

1. Throughout your teaching career have you implemented, observed or heard of

the term Inquiry based learning? If yes, how do you feel about it?
Yes, I have and I believe it is really good for students in regards to building
their confidence.

2. What aspects of IBL have you incorporated into your lessons or would like to?
I have given students the ability to construct their own scientific
investigations and test their hypothesis.

3. What are the benefits you see of implementing IBL within your lessons? Have
you noticed a dramatic change in student engagement when doing so?
Yes, I have noticed a change I my students engagement I find that it gives
students the ability to feel more independent and in control of their
learning which in return increases their engagement.

4. What are the common barriers in student engagement you observe when
conducting particular tasks within lessons? Do you believe IBL can help combat
these barriers?
The common barriers I find is that students feel disconnected from
lessons when their isn’t more hands on work or more communication.
Thus IBL allows students to engage in more hands on activities and
discussions.

Rabia Deeb
17464491
102097 Researching Teaching and Learning 2

5. Do you find when implementing IBL students are more engaged in comparison
to when using the traditional methods of teaching? Do you think that it should
entirely replace traditional methods?
I find that students feel disconnected when the teacher just reads from a
textbook, so when students are given more power and control I find that
this increases their motivation and eagerness to want to learn.

6. Do you find that IBL also impacts your teaching skills or capacity? Does it
improve them or doesn’t make a difference?
Yes, it does impact my teaching skills and improve them as it allows me
to observe my students understating and increase my practices that can
help them overcome any obstacles in their learning.

7. Do you find that there are barriers that teachers also face in either
understanding or implementing IBL within their lessons? What do you think
can help minimise these barriers?
Yes, definitely some things that can fix it is get more involved in some
professional developments and programs that can build their skills in
IBL.

8. If teachers are provided with better training courses on IBL do you think this
will make teachers more eager to implement it within their lessons?
Yes, once they get better at implementing it then they will be eager to
want to incorporate it into their lessons.

9. Various research papers have shown that IBL increases student motivation,
confidence and engagement? Through your experiences do you believe this
to be true?
Yes, through my experience I do see that IBL does increase student
motivation, confidence and engagement as it helps build their critical
and problem solving skills.

Rabia Deeb
17464491
102097 Researching Teaching and Learning 2

10. Do you find that IBL engages junior year students more than senior year
students? If yes, how? If not, then why? I find that it engages both, as it
provides students with the same opportunities and abilities.

Rabia Deeb
17464491
102097 Researching Teaching and Learning 2

Dear Potential Participant:

I am working on a project titled ‘How can Inquiry based learning address student barriers in
engagement’ for the class, ‘Researching Teaching and Learning 2,’ at Western Sydney
University. As part of the project, I am collecting information to help inform the design of a
teacher research proposal.

The focus topic is designed to understand how and if Inquiry based learning can address
student barriers in engagement. The information I wish to gather from the participants
involved in the interviews are based on student’s current behaviour and engagement levels
within Science lessons and whether the introduction of IBL alters these levels of
engagement when implemented. Coupled with this a focus will also be targeted on the
teacher’s experiences, perspective and judgements on the effectiveness of IBL within
Science lessons. Overall from this research we hope to collect qualitative data that will help
extend our knowledge on the topic and examine academic research papers too further justify
our findings.

By signing this form, I acknowledge that:

 I have read the project information and have been given the opportunity to discuss
the information and my involvement in the project with the researcher/s.
 The procedures required for the project and the time involved have been explained to
me, and any questions I have about the project have been answered to my
satisfaction.
 I consent to participate in answering the questions that are aimed at addressing the
effect of IBL on student engagement
 I understand that my involvement is confidential and that the information gained
during this data collection experience will only be reported within the confines of the
‘Researching Teaching and Learning 2’ unit, and that all personal details will be de-
identified from the data.
 I understand that I can withdraw from the project at any time, without affecting my
relationship with the researcher/s, now or in the future.

By signing below, I acknowledge that I am 18 years of age or older, or I am a full-time

university student who is 17 years old.

Signed: __________________________________
Name: __________________________________
Date: __________________________________
By signing below, I acknowledge that I am the legal guardian of a person who is 16 or 17
years old, and provide my consent for the person’s participation.
Signed: __________________________________
Name: __________________________________
Date: __________________________________

Part C: Action Research Protocol

The objective of the research documentation above is to gather qualitative data

through the process of face to face interviews to gain an understanding on the

Rabia Deeb
17464491
102097 Researching Teaching and Learning 2

perspectives of teachers on whether IBL improves student barriers in engagement.

The number of participants will include a total of eight, who will be science teachers

and must have some experience of teaching IBL within their classrooms in order to

ensure that reliable information is collected. Teachers are chosen as the interviewees

as they have experience first-hand and can provide patterns and trends of student

barriers in engagement through their various student experiences. The interviews will

be confidential; this is stated in the consent forms. Therefore, private information will

not be discussed with anyone else unless the interviewee agrees so. In making the

interviews private, the participants will feel more inclined to voice their perspective and

answer questions with integrity, as their answers will remain confidential (Ong &

Weiss, 2000).

The participants will each be chosen from eight different schools, the school contexts

may include either private or public and either same sex or co-educational schools,

this is done in order to ensure that any biasness is eliminated. The teacher will be

chosen from various science teaching backgrounds, such as either Chemistry,

Biology, Physics or Earth and environmental science. This is done in order to

determine whether particular aspects of implementing IBL in science spark student

engagement more in comparison to other parts of science. For example, does IBL

work better in addressing student engagement in Chemistry compared to Biology or

vice versa. This process of using different schools, different subjects of science and

different experienced types of the teachers helps prevent any discrepancy from

emerging within the data. Thus, this will help create a reliable sample population to be

observed on how IBL can address student barriers in engagement. In a study

conducted by Fridah (2002) states, that samples are important components of

Rabia Deeb
17464491
102097 Researching Teaching and Learning 2

research studies as they provide important information about the whole, in this case

for this paper this is significant as it would be almost impossible to interview all

teachers.

The method of obtaining data is obtained through the process of interviews, this

technique was particularly chosen as interviews allow for a personal connection to

develop between the interviewer and interviewee. Thus this enables the interviewer to

understand the values, beliefs, experiences and perspectives of the teachers views

on whether IBL can address student barrier in engagement. Therefore, the interviewer

can use this information to enhance their understanding on teacher’s perspectives on

IBL and student barriers in engagement. The questions are designed using open and

closed ended format, this is done in order to provide teachers with a comfortable and

open interview setting.

References

Fridah, W. M. (2002). Sampling in research. Indiana.edu. Retrieved from

http://indiana.edu/~educy520/sec5982/week_2/mugo02sampling.pdf

Ong, A., & Weiss, D. (2000). The Impact of Anonymity on Responses to Sensitive
Questions 1. Journal of Applied Social Psychology, 30(8), 1691-1708. doi:
10.1111/j.1559-1816.2000.tb02462.x

Rabia Deeb
17464491