Support low-ability students in open inquiry with graduated scaffolds such as general procedures and worked examples¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The review recommends adapting and modifying open inquiry for students with lower abilities rather than applying it as a direct, fully student-centered method. It suggests "providing general procedures during the initial learning period or allowing students to watch examples and attempt activities before classroom instruction could be beneficial". This makes the highest inquiry level accessible by temporarily structuring the task and withdrawing support as students gain competence.

Design Implications¶

Context¶

Requirements¶

• Teachers must adequately prepare before initiating open inquiry, and students can tackle inquiry tasks with support including motivation, task structure, prompts, and suggestions

Constraints¶

• The review states a teacher preparation programme is insufficient and cannot include all necessary information and abilities for science education

Target Learners¶

• K-12 students with lower abilities in science

Target Learning Goals¶

• Scientific inquiry skills
• Metacognitive skills

Affordances¶

• Four Level Inquiry Model Rezba

Claims¶

• The highest level of inquiry may not be the 'best' approach for science learning [+W]
• Open inquiry implementation faces challenges requiring classroom management, flexible teaching, teacher-student interaction and teacher support [+W]

Related Strategies¶

• Guided Inquiry
• Tiered Assignments
• Low Floor, High Ceiling Tasks

Examples¶

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Key Sources¶

• 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