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The effect of the use of an inquiry-based approach in an open learning middle school hydraulic turbine optimisation course

Stanislav Avsec and Slavko Kocijančič (2014) The effect of the use of an inquiry-based approach in an open learning middle school hydraulic turbine optimisation course. World transactions on engineering and technology education, 12 (3). pp. 329-337. ISSN 1446-2257

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    Abstract

    Inquiry-based learning is an inductive pedagogy, which enables learners to construct knowledge, to develop high level reasoning skills, and to increase interest and learning motivation with the use of the contemporary technology-based learning environments. This article describes the design and experience of the new student-centred learning model in an open learning of technology education course, which enables a high level of active self-directed learning. A quantitative research methodology was used to analyse the data collected. Multifaceted nature of inquiry-based learning and its impacts were successfully measured with a technological literacy test. The findings of this study showed that inquiry-based learning is an effective teaching approach in technology education. Impact was judged to be large and positive in technological knowledge acquisition (η2=0.37), in problem-solving skills development (η2=0.29), and in critical thinking and decision-making abilities development (η2= 0.16). The proposed model suits both female and male students equally. Therefore, the possibility of successfully applying the model is supported by evidence.

    Item Type: Article
    Keywords: engineering, secondary school, learning
    Related URLs:
    URLURL Type
    http://cobiss5.izum.si/scripts/cobiss?command=DISPLAY&base=50126&rid=10336329&fmt=11&lani=siAlternative location
    Institution: University of Ljubljana
    Department: Faculty of Education
    Divisions: Department of Physics and Technical Studies > Chair of Tehnical Studies and the Didactics of Tehnical Education
    Item ID: 2637
    Date Deposited: 04 Dec 2014 07:33
    Last Modified: 04 Dec 2014 07:33
    URI: http://pefprints.pef.uni-lj.si/id/eprint/2637

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