Immersion in inquiry-based learning significantly increases student teachers' value for procedural knowledge goals and self-efficacy for inquiry, but not substantive knowledge goals¶
Claim · All claims
Evidence · 1 study (2 entries) · causalr1·q3
Currency · newest study 2018 · checked against its sources 2026-10-18 (automated, 2 of 2 entries) · 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? Student teachers' value for procedural knowledge goals increased significantly from pre- to posttest after a four-hour technology-enhanced inquiry activity. → Voet 2018
q3 i? Student teachers' self-efficacy for conducting historical inquiries increased significantly from pre- to posttest. → Voet 2018
q3 i? Student teachers' beliefs about substantive knowledge goals did not change significantly from pre- to posttest. → Voet 2018 (2)
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
A multivariate multilevel analysis of difference scores (N=298) with students nested in dyads and university colleges found the increase in procedural knowledge goals and self-efficacy for inquiry was significantly different from 0. No effect size was printed.
"the significant intercepts for procedural knowledge goals (X2= -56.65, df=1, p<.001) and self -efficacy for inquiry (X2=23.45, df=1, p<.001) indicate that the increase in scores is significantly different from 0"
Voet 2018 (2)¶
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
The same multivariate multilevel model showed no significant pre-post change in beliefs about substantive knowledge goals (X2=1.03, df=1, p=0.31). The authors note this was "in line with what could be logically expected". Equivalence was not tested.
"In contrast, student teacher beliefs about substantive knowledge goals did not change significantly from pre- to posttest (X2=1.03, df=1, p=0.31)."
Discussion¶
Learner Variables¶
- Epistemic Beliefs — outcome: instruction changes it
- Self-Efficacy — outcome: instruction changes it
Related Claims¶
- Added interpretive support did not significantly affect the evolution of student teachers' educational beliefs — related
- 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 IBL improves student teachers' self-reported understanding of the interpretative nature of historical research — related
- Web-based SRL training combined with a learning diary (Group TD) produced statistically significant pre-post gains in SRL knowledge, the SRL overall score and self-efficacy, but not in mathematics scores, among prospective university students in an online preparation course — related
- Students’ prompt self-efficacy increased significantly after the scaffolded GenAI course (t = 3.729, p < .001) — related
- An online PD program using unplugged explainable machine-learning activities increased K–12 educators' AI self-efficacy from below-moderate to above-moderate levels — related
- Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — a broader claim this one bears on
- ADI students scored significantly higher than structured-inquiry students on the personal epistemology of science subscale, but not on value of science or self-efficacy subscales — related
- An 8-hour SRL teacher training improved teachers' self-efficacy to foster SRL and perceived SRL practice, but not student-level outcomes — related
- No significant difference in motivation for learning science between computer-based and regular-classroom inquiry groups — related
- Students showed significant learning gains on domain knowledge (large effect) and concept maps (medium effect) after a 45-minute SRL-rich learning task — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
immersion-ibl-increases-procedural-knowledge-goals-self-efficacy |
title |
Immersion in inquiry-based learning significantly increases student teachers' value for procedural knowledge goals and self-efficacy for inquiry, but not substantive knowledge goals |
description |
Immersion in inquiry-based learning significantly increases student teachers' value for procedural knowledge goals and self-efficacy for inquiry, but not substantive knowledge goals |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
source_checked |
2026-10-18 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — voet-2018, voet-2018-2 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.