Open inquiry positively influences students' attitudes towards science, including satisfaction, collaboration and self-confidence¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Open inquiry students were more satisfied and perceived advantages from conducting the project, and the review reports statistically significant differences in student attitudes. → Muhamad Dah 2024 q2 i? Hands-on open inquiry activities can boost students' self-confidence in science. → Muhamad Dah 2024 (2)

Evidence¶

Muhamad Dah 2024¶

Muhamad Dah, N., Mat Noor, M. S. A., Kamarudin, M. Z., & Syed Abdul Azziz, S. S. (2024). The impacts of open inquiry on students' learning in science: A systematic literature review. Educational Research Review, 43. https://doi.org/10.1016/j.edurev.2024.100601

q2 · i? · review · r2

The review reports, citing Sadeh and Zion (2012), that "open inquiry students were more satisfied" and collaborated at a more advanced level; the review states the studies demonstrated statistically significant differences in attitudes.

"According to Sadeh and Zion (2012), open inquiry students were more satisfied and thought they had obtained advantages from conducting the project. Furthermore, students take more initiative and collaborate with their project partners"

Muhamad Dah 2024 (2)¶

Muhamad Dah, N., Mat Noor, M. S. A., Kamarudin, M. Z., & Syed Abdul Azziz, S. S. (2024). The impacts of open inquiry on students' learning in science: A systematic literature review. Educational Research Review, 43. https://doi.org/10.1016/j.edurev.2024.100601

q2 · i? · review · r2

The review reports, citing Buck et al. (2014) and Moebius-Clune et al. (2011), that hands-on authentic tasks boosted self-confidence and ownership, and that open inquiry "has slowly improved the experiences of students with low self-esteem".

"According to Buck et al. (2014), hands-on activities can boost students' self-confidence in science. These findings are also confirmed by Moebius-Clune et al. (2011), who highlighted that when students were given authentic tasks, they took ownership of their learning"

Discussion¶

Related Claims¶

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• Female students show stronger academic self-confidence, more positive attitudes, higher achievement, and fewer absences, but this advantage diminishes almost completely under mastery learning — related
• The highest level of inquiry may not be the 'best' approach for science learning — related
• Open inquiry affects students' motivation, though one reviewed study found no significant difference in collaborative attitudes — related