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Article
Investigating the Influence of the Level of Inquiry on Student Engagement
Journal of Education and Human Development
  • Emily K Faulconer, Embry-Riddle Aeronautical University
Submitting Campus
Worldwide
Department
STEM Education
Document Type
Article
Publication/Presentation Date
9-1-2016
Abstract/Description
Previous studies investigating student-generated questions in a laboratory class compared inquiry to a traditional approach without characterizing the inquiry level. This study investigated the influence of inquiry level on the quantity and quality of student-generated questions over one semester in a General Chemistry course with 356 participants. The researchers studied two types of inquiry in labs: structured inquiry and open inquiry. Quantity and quality of student-generated questions were analyzed and student attitudes were measured using a LIKERT survey while content knowledge was assessed via post-test. A close relationship was not found between the level of inquiry and the quantity or quality of student-generated questions, student attitudes or content knowledge. However, the data highlighted the importance of the teacher in the quantity and quality of student questions.
DOI
https://doi.org/10.15640/jehd.v5n3a2
Publisher
American Research Institute for Policy Development
Citation Information
Emily K Faulconer. "Investigating the Influence of the Level of Inquiry on Student Engagement" Journal of Education and Human Development Vol. 5 Iss. 3 (2016)
Available at: http://works.bepress.com/emily-faulconer/4/