Effects of Using Inquiry Based Learning Pedagogy in Teaching Science

Minansha Subba, Sither Choezom, Pema Seldon, Bevek Subba
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Abstract


The research was purely done to examine the effects of Inquiry-Based Learning (IBL) on teaching and learning, interest and understanding of the lesson by the seventh-grade science students. Participants were from one class of grade seven science and their class teacher from Samtse Lower Secondary School, Bhutan. The students received Inquiry-Based learning instruction. A lesson was taught on the topic ‘Chemical change’ for fifty minutes to a group of Grade Seven students followed by a distribution of survey questionnaires to students and their class adviser to find out how effective the inquiry based teaching was for their learning. In this research, we came across greater improvements in students’ science literacy. We also found that through inquiry-based teaching students gained self-confidence in scientific abilities and are more interested to learn.


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References


Subba, M., Choezom, S., Seldon, P., & Subba, B. (2019). Effects of Using inquiry based learning pedagogy in teaching science. Journal of Research in Education, Science and Technology, 4(2), 44-53.


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Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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