Open inquiry enhances students' scientific and thinking skills, including metacognitive and creative thinking¶

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? Through open inquiry students gained higher metacognitive skills than through conventional models. → Muhamad Dah 2024 q2 i? Students significantly progressed in science inquiry performance and divergent and convergent thinking under open inquiry. → 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 Rahmat and Chanunan (2018), that "through open inquiry students gained higher metacognitive skills than through conventional models", with students defining problems and analysing work independently.

"According to Rahmat and Chanunan (2018), through open inquiry students gained higher metacognitive skills than through conventional models. As part of empowering their metacognitive skills, students had to define the problem observed and analyse what they had done independently"

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 Yang et al. (2016), that students "significantly progressed in the performances of science inquiry, and divergent and convergent thinking"; the review presents this as empirical evidence for creative thinking through open inquiry.

"For example, in Yang et al.'s (2016) study, students significantly progressed in the performances of science inquiry, and divergent and convergent thinking due to open inquiry learning."

Discussion¶

Learner Variables¶

• Creativity — outcome: instruction changes it

Related Claims¶

• Open inquiry improves students' conceptual understanding of science, supported by seven reviewed studies — possibly the same claim (merge candidate)
• Open inquiry enhances students' science literacy and related skills such as environmental literacy, argumentation, autonomy and reflection — related
• Interviews with three science teachers corroborated the quantitative results, reporting perceived improvements in analytical reasoning, conceptual integration, inquiry-based exploration, and creative scientific thinking — related
• The review reports, citing Karamustafaoğlu and Pektaş (2023), that inquiry-based STEM activities significantly enhance students' problem-solving skills and STEM awareness — related
• AI-supported inquiry-based learning significantly improved secondary students' creative mathematical performance compared with traditional instruction — related
• Interviewed ADI students reported engaging in scientific practices such as identifying variables, finding patterns in data, and developing methods, while no comparison-group students did — related
• TAIA produced higher adjusted post-test scientific achievement than worksheet-supported inquiry, controlling for pre-test and ICT competency — related
• AI-supported inquiry-based learning did not produce a statistically significant improvement in students' critical problem-solving skills — related
• Wilderness immersion experiences improve convergent creative thinking, with reported gains including a 50% increase on the RAT after four days in nature — related
• Research-led creativity training for teachers enhances children's divergent thinking and moves teachers' conceptions closer to researchers' definitions — related