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Scientific inquiry learning model based on conceptual change as a four-phase instructional framework

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The scientific inquiry learning model based on conceptual change is a learning model that focuses on changing students' concepts by involving them in genuine problems of inquiry. It guides students through four phases: first, an area of investigation is posed to students (elicit and confirm current ideas); second, students structure the problem (exposure to conflicting evidence); third, students identify the problem in the investigation (construct new explanations); fourth, students speculate on ways to clear up the difficulty (apply and evaluate new explanations and review change in ideas and explanations). The model aims to help students discard naive concepts in favor of scientifically accurate explanations by explicitly recognizing discrepancies between current beliefs and scientific ones.

Design Implications

Context

Requirements

  • Students must be engaged in genuine problems of inquiry that can be investigated
  • Learning must include eliciting and confirming students' current ideas before exposing them to conflicting evidence
  • Teachers guide students to propose explanations based on evidence derived from their investigations

Constraints

  • The model was tested in physics learning at senior high school level in Indonesia
  • The study compared it against conventional learning, not against other inquiry-based or conceptual change approaches

Target Learners

  • Senior high school students (Class XI) studying physics

Learning Goals

  • Physics cognitive competence
  • Science process skills
  • Conceptual change toward scientifically accepted explanations

Claims

Examples

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Key Sources

  • Sahhyar & Nst, F. H. (2017). The Effect of Scientific Inquiry Learning Model Based on Conceptual Change on Physics Cognitive Competence and Science Process Skill (SPS) of Students at Senior High School. Journal of Education and Practice, 8(5), 120-126. https://eric.ed.gov/?id=EJ1140975
Page metadata
Field Value
type design
id scientific-inquiry-conceptual-change-model-framework
title Scientific inquiry learning model based on conceptual change as a four-phase instructional framework
description The scientific inquiry learning model based on conceptual change is a learning model that focuses on changing students' concepts by involving them in genuine problems of inquiry.
status review
generated by process:settle-candidates on 2026-11-03
trust unverified — no one has confirmed this page's content
sources 1 — sahhyar-nst-2017

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