Immersion in IBL improves student teachers' self-reported understanding of the interpretative nature of historical research¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2018 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? 109 students explicitly stated that the inquiry experience improved their understanding of how historical inquiry worked, emphasizing history's interpretative nature. → Voet 2018
Evidence¶
Voet 2018¶
Voet, M. & De Wever, B. (2018). Effects of immersion in inquiry-based learning on student teachers' educational beliefs. Instructional Science, 46(3), 383-403. https://doi.org/10.1007/s11251-017-9439-8
q3 · i? · causal · r1
Qualitative analysis of posttest written comments, coded independently by two researchers (K=.81 for increased understanding of history's nature), found many student teachers described recognizing that sources can be interpreted in different ways. No effect size printed.
"In total, 109 students explicitly stated that the experience had improved their understand ing of how historical inquiry worked. In several cases, student teachers stressed that they now had a better understanding of history's interpretative nature."
Discussion¶
Learner Variables¶
- Epistemic Beliefs — outcome: instruction changes it
Related Claims¶
- The impact of immersion in IBL on beliefs varies significantly across individual students, with about 8% holding content-oriented beliefs largely unaffected — related
- Immersion in inquiry-based learning significantly increases student teachers' value for procedural knowledge goals and self-efficacy for inquiry, but not substantive knowledge goals — related
- Collingwood's ideas about how historical knowledge is produced offer teachers sound reasons for using constructivist approaches in their classrooms — related
- Added interpretive support did not significantly affect the evolution of student teachers' educational beliefs — related
- Academic historians' epistemic processes extend well beyond source analysis and writing — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ibl-immersion-improves-understanding-historical-inquiry |
title |
Immersion in IBL improves student teachers' self-reported understanding of the interpretative nature of historical research |
description |
Immersion in IBL improves student teachers' self-reported understanding of the interpretative nature of historical research |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — voet-2018 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.