探究性教学对学生科学高阶思维能力的影响:一项元分析

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES International Journal of Education in Mathematics Science and Technology Pub Date : 2023-10-23 DOI:10.46328/ijemst.3216
Ronilo Palle Antonio, Maricar Sison Prudente
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引用次数: 0

摘要

展示高阶思维技能对于在不稳定、不确定、复杂和模糊(VUCA)的环境中茁壮成长至关重要。在科学教育中,以探究为基础的学习越来越被认为是激发学生高阶思维技能的有效方法。虽然之前的研究已经证明了它对学生成绩的积极影响,但没有研究批判性地综合了它在科学学习背景下对学生高阶思维技能的影响。因此,本研究按照系统评价和荟萃分析的首选报告项目(PRISMA)协议进行了荟萃分析。该研究从20项研究中提取了26个效应量,涉及1349名学生,他们接受了探究式和传统的方法。使用综合元分析软件,计算效应大小(Hedges g)以确定基于询问的方法的有效性的大小。总体加权效应量g = 0.893表明探究性方法对学生的高阶思维技能有显著的、显著的正向影响。调节分析表明,无论学生的教育水平、科学学科或探究水平如何,在教授科学概念时使用基于探究的方法可以最大限度地提高学生的高阶思维技能。尽管各种基于探究的方法在与其他教学策略相结合时是有效的,但只有少数研究将技术融入到科学探究方法的实施中。鉴于这一荟萃分析的积极结果,我们进一步鼓励科学教师采用基于探究的方法来加强他们的教学实践,并支持学生加强他们的高阶思维技能。
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Effects of Inquiry-Based Approaches on Students’ Higher-Order Thinking Skills in Science: A Meta-Analysis
Demonstrating higher-order thinking skills is crucial for thriving in a volatile, uncertain, complex, and ambiguous (VUCA) environment. In science education, inquiry-based learning has increasingly been recognized as a potent approach to stimulate students' higher-order thinking skills. While prior research has shown evidence of its positive impact on student achievement, no study has critically synthesized its effect on students' higher-order thinking skills in the context of science learning. Thus, this study conducted a meta-analysis following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol. The study extracted twenty-six (26) effect sizes from twenty (20) studies, involving 1,349 students exposed to both inquiry-based and conventional approaches. Using the Comprehensive Meta-analysis Software, effect size (Hedges g) was calculated to determine the magnitude of the effectiveness of inquiry-based approaches. The overall weighted effect size of g = 0.893 demonstrates that inquiry-based approaches have a significantly large and positive impact on students' higher-order thinking skills. Moderator analysis suggests that regardless of students' educational level, scientific discipline, or level of inquiry, the use of the inquiry-based approach in teaching scientific concepts maximizes students' higher-order thinking skills. Although various inquiry-based approaches were effective when combined with other instructional strategies for teaching scientific concepts, only a few studies integrated technology into the implementation of inquiry-based approaches in science. Given the positive findings of this meta-analysis, science teachers are further encouraged to adapt inquiry-based approaches to enhance their teaching practices and support students in strengthening their higher-order thinking skills.
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