Inquiry approaches in learning physics

• Main Author: Abaniel, Arra Quitaneg
• Format: text
• Language: English
• Published: Animo Repository 2018
• Subjects: Physics > Study and teaching; Science > Study and teaching; Physics teachers; Learning; Physics
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/558
• Institution: De La Salle University

The study developed and validated the open inquiry learning framework in Physics which adheres to the requirements of the constructivist and inquiry approaches. This framework can serve as guide for Physics teachers to meet the demands of the Enhanced Basic Education Curriculum. The developed framework and learning materials were evaluated by experts in Science education who have gained experience in the implementation of inquiry approaches. The study investigated the effectiveness and efficacy of the guided inquiry and OILFP in the learning aspect in terms of a) concept attainment, b) acquisition of 21st century skills and c) change in learning attitudes towards Physics. This study employed a mixed method research design. Qualitative and quantitative research methods were used to answer the research questions. For the quantitative analysis, the following instruments were adapted: a) Colorado Learning Attitudes about Science Survey, b) 21st century skill instrument and c) Energy Momentum Concept Survey. In terms of concept attainment, students exposed to OILFP resulted to higher Hake gain (0.82) compared to those who were exposed to guided inquiry learning approach (0.04). No improvement was established in the over-all 21st century skills of the control group. Improvements were established on the following aspects : inventive thinking and high productivity. Meanwhile, for the experimental group, their 21st century skills have significantly improved after the instructional intervention. Improvements were established in the following aspects: information literacy, effective communication, inventive thinking, high productivity and leadership skills. It was found in the study that guided inquiry and OILFP resulted to positive shift of learning attitudes of students. However, OILFP resulted to negative shifts in the following aspects, a) problem solving sophistication, b) conceptual understanding and c) applied conceptual understanding. Thus, OILFP has been an effective in improving a) students learning