The Impact of Inquiry-Based Learning on Students' Critical Thinking in Biology Education Programs within Open and Distance Learning Systems
DOI:
https://doi.org/10.15294/7sty9026Keywords:
critical thinking, biology, inquiry-based learning, open and distance learningAbstract
This study examines the impact of Inquiry-Based Learning (IBL) on enhancing critical thinking skills in an open and distance learning (ODL) environment, focusing on a biology education program. The research employed a pre-experimental one-group posttest-only design with 35 students participating in online sessions. These sessions involved formulating questions, designing experiments, conducting observations, and analyzing data. Quantitative analysis using percentages, means, standard deviations, and regression revealed that over 75% of students achieved very good performance in key areas like formulating hypotheses and designing experiments. The regression analysis confirmed that IBL significantly affected critical thinking skills (R² = 0.849; p = 0.05). The study concludes that a systematic learning design that encourages active learning and provides continuous feedback is crucial for developing critical thinking skills in ODL settings. These findings provide insights for curriculum developers and educators to optimize IBL implementation, thereby enhancing educational outcomes and fostering independent learning in distance education environments. Further research is suggested to refine this approach and ensure deeper understanding and application of scientific principles.
References
Abaniel, A. (2021). Enhanced Conceptual Under-standing, 21st Century Skills And Learning Attitudes Through An Open Inquiry Learning Model In Physics. Journal of Technology and Science Education, 11(1), 30–43.
Ahmadi, G., Mohammadi, A., Asadzandi, S., Shah, M., & Mojtahedzadeh, R. (2023). What Are the Indicators of Student Engagement in Learning Management Systems? A Systematized Review of the Literature. In International Review of Re-search in Open and Distributed Learning,24(1), 117–136.
Al-Haddad, S., Chick, N., & Safi, F. (2024). Teaching Statistics: A Technology-Enhanced Supportive Instruction (TSI) Model During the Covid-19 Pandemic and Beyond. Journal of Statistics and Data Science Education, 32(2), 129–142.
Amin, A. M., Corebima, A. D., Zubaidah, S., & Mahanal, S. (2020). The Correlation Between Meta-cognitive Skills and Critical Thinking Skills at The Implementation of Four Different Learning Strategies in Animal Physiology Lectures. European Journal of Educational Research, 9(1), 143–163.
Aston, K. J. (2023). ‘Why is This Hard, to Have Critical Thinking?’ Exploring the Factors Affecting Critical Thinking with International Higher Education Students. Active Learning in Higher Education.
Bekteshi, E., Gollopeni, B., & Avdiu, E. (2023). The Challenges of Conducting Online Inquiry-Based Learning Among Tertiary Education. Journal of Technology and Science Education, 13(1), 92–103.
Chu, C., Dewey, J. L., & Zheng, W. (2023). An Inorganic Chemistry Laboratory Technique Course using Scaffolded, Inquiry-Based Laboratories and Project-Based Learning. Journal of Chemical Education, 100(9), 3500–3508.
Chusni, M. M., Saputro, S., Rahardjo, S. B., & Suranto. (2020). Student’s Critical Thinking Skills through Discovery Learning Model using e-Learning on Environmental Change Subject Matter. European Journal of Educational Re-search, 10(3), 1123–1135.
Cortázar, C., Nussbaum, M., Harcha, J., Alvares, D., López, F., Goñi, J., & Cabezas, V. (2021). Promoting Critical Thinking in An Online, Project-Based Course. Computers in Human Behavior, 119.
Cossu, R., Awidi, I., & Nagy, J. (2024). Critical Thinking Activities in Fluid Mechanics – A Case Study for Enhanced Student Learning and Performance. Education for Chemical Engineers, 46,35–42.
Costes-Onishi, P., Baildon, M., & Aghazadeh, S. (2020). Moving Inquiry-Based Learning for-ward: A Meta-Synthesis on Inquiry-Based Classroom Practices for pedagogical Innovation and School Improvement in The Humanities and Arts. Asia Pacific Journal of Education, 40(4), 552–575.
Coyte, E. (2023). Staff Goals, Challenges, and Use of Student Inquiry in Undergraduate Bioscience Teaching Laboratories. FEBS Open Bio, 13(10), 1810–1830.
de Jong, T., Lazonder, A. W., Chinn, C. A., Fischer, F., Gobert, J., Hmelo-Silver, C. E., Koedinger, K. R., Krajcik, J. S., Kyza, E. A., Linn, M. C., Pedaste, M., Scheiter, K., & Zacharia, Z. C. (2023). Let’s Talk Evidence – The Case for Combining Inquiry-Based and Direct Instruction. Educational Research Review (Vol. 39). Elsevier Ltd.
Doucette, D., Clark, R., & Singh, C. (2021). Students’ Attitudes toward Experimental Physics in A Conceptual Inquiry-Based Introductory Physics Lab. Canadian Journal of Physics,100(6): 292-302.
Duran, M., & Dökme, I. (2016). The Effect of The Inquiry-Based Learning Approach on Stu-dent’s Critical-Thinking Skills. Eurasia Journal of Mathematics, Science and Technology Education, 12(12), 2887–2908.
Fatmawati, B., & Rustaman, N. Y. (2020). The Study of Inquiry Ability in The Photosynthesis Concept. Jurnal Pendidikan IPA Indonesia, 9(4), 583–589.
Field, A. (2024). Discovering statistics using IBM SPSS statistics. Sage publications limited.
Ganajová, M., Sotáková, I., Lukáč, S., Ješková, Z., Jurková, V., & Orosová, R. (2021). Formative Assessment as A Tool to Enhance The Development of Inquiry Skills in Science Education. Journal of Baltic Science Education, 20(2), 204–222.
Garrison, D. R. (2022). Shared Metacognition in a Community of Inquiry. Online Learning Journal,26(1), 6–18.
Gómez, R. L., & Suárez, A. M. (2020). Do Inquiry-Based Teaching and School Climate Influence Science Achievement and Critical Thinking? Evidence from PISA 2015. International Journal of STEM Education, 7(1).
Hsu, J. L., Atamian, H. S., & Avendano-Woodruff, K. (2024). Promoting Student Interest in Plant Biology through An Inquiry-Based Module Exploring Plant Circadian Rhythm, Gene Expression, and Defense against Insects. Journal of Microbiology & Biology Education, 25(1).
Irwanto, I. (2023). Improving Preservice Chemistry Teachers’ Critical Thinking and Science Process Skills using Research-Oriented Collaborative Inquiry Learning. Journal of Technology and Science Education, 13(1), 23–35.
Jerrim, J., Oliver, M., & Sims, S. (2019). The Relationship between Inquiry-Based Teaching and Students’ Achievement. New Evidence from A Longitudinal PISA Study in England. Learning and Instruction, 61, 35–44.
Johnson, R. B., & Christensen, L. (2014). Educational Research Quantitative Qualitative and Mixed Approaches (5th ed.). SAGE Publications Inc.
Killpack, T. L., Fulmer, S. M., Roden, J. A., Dolce, J. L., & Skow, C. D. (2020). Increased Scaffolding and Inquiry in an Introductory Biology Lab Enhance Experimental Design Skills and Sense of Scientific Ability. Journal of Microbiology & Biology Education, 21(2).
A.
Kreher, S. A., Pavlova, I. V., & Nelms, A. (2021). An Active Learning Intervention Based on Evaluating Alternative Hypotheses Increases Scientific Literacy of Controlled Experiments in Introductory Biology. Journal of Microbiology & Biology Education, 22(3).
Kumar, R. (2011). Research Methodology: A Step-By-Step Guide for Beginners (3rd ed.). SAGE Publications Inc.
Lameras, P., Arnab, S., de Freitas, S., Petridis, P., & Dunwell, I. (2021). Science Teachers’ Experiences of Inquiry-Based Learning through A Serious Game: A Phenomenographic Perspective. Smart Learning Environments, 8(1).
Li, X., Zhang, Y., Yu, F., Zhang, X., Zhao, X., & Pi, Z. (2024). Do Science Teachers’ Believes Related to Inquiry-Based Teaching Affect Students’ Science Process Skills? Evidence from A Multi-level Model Analysis. Disciplinary and Interdisciplinary Science Education Research, 6(1)
.Liu, C., Bano, M., Zowghi, D., & Kearney, M. (2021). Analysing User Reviews of Inquiry-Based Learning Apps in Science Education. Computers and Education, 164.
Loy, H. C., Ragupathi, K., & Yeo, Z. H. (2022). Promoting Critical Thinking and Learning in a Large-Enrolment Humanities Course A Case Study. Teaching and Learning Inquiry, 10.
Martín-Gámez, C., Acebal, M. del C., & Prieto, T. (2020). Developing The Concept of ‘Ecosystem’ through Inquiry-Based Learning: A Study of Pre-Service Primary Teachers. Journal of Biological Education, 54(2), 147–161.
McFadden, J. R., & Fuselier, L. (2020). Graduate Teaching Assistants: Sharing Epistemic Agency with Non-Science Majors in The Biology Laboratory. Disciplinary and Interdisciplinary Science Education Research, 2(1).
McKee, F., Wolf, J. D., Simon, S., & Floyd, J. H. (2023). Teaching Transferable Skills in Team-work, Accountability, Goal Setting, Writing, and Problem-Solving in A Non-Major Microbiology Lab: The Unknown Bacteria Experiment Redefined. Journal of Microbiology & Biology Education, 24(3).
Meyers, L. S., Gamst, G. C., & Guarino, A. J. (2013). Performing Data Analysis using IBM SPSS. John Wiley & Sons.Mitarlis,
Ibnu, S., Rahayu, S., & Sutrisno. (2020). The Effectiveness of New Inquiry-Based Learning (NIBL) for Improving Multiple Higher-Order Thinking Skills (M-HOTS) of Prospective Chemistry Teachers. European Journal of Educational Research, 9(3), 1309–1325.
Muhamad Dah, N., Mat Noor, M. S. A., Kamarudin, M. Z., & Syed Abdul Azziz, S. S. (2024). The Impacts of Open Inquiry on Students’ Learn-ing in Science: A Systematic Literature Review. Educational Research Review (Vol. 43). Elsevier Ltd.
Nzomo, C., Rugano, P., Njoroge Mungai, J., & Giton-ga Muriithi, C. (2023). Inquiry-Based Learning and Students’ Self-Efficacy in Chemistry among Secondary Schools in Kenya. Heliyon, 9(1).
Öztürk, B., Kaya, M., & Demir, M. (2022). Does Inquiry-Based Learning Model Improve Learning Outcomes? A Second-Order Meta-Analysis. Journal of Pedagogical Research, 6(4), 201–216.
Pereles, A., Ortega-Ruipérez, B., & Lázaro, M. (2024). The Power of Metacognitive Strategies to Enhance Critical Thinking in Online Learning. Journal of Technology and Science Education, 14(3), 831–843.
Pursitasari, I. D., Suhardi, E., Putra, A. P., & Rach-man, I. (2020). Enhancement of Student’s Critical Thinking Skill through Science Context-Based Inquiry Learning. Jurnal Pendidikan IPA Indonesia, 9(1), 97–105.
Rahayu, U., Anam, R. S., Sekarwinahyu, M., Sapriati, A., Sudarso, Y., & Sausan, I. (2024). Exploring of Inquiry Skills of Teacher Students: Biology, Physics, and Elementary School Teacher Education. European Journal of Education and Pedagogy, 5(1), 48–53.
Rahayu, U., & Sapriati, A. (2018). Open Educational Resources Based Online Tutorial Model for Developing Critical Thinking of Higher Distance Education Students. Turkish Online Journal of Distance Education, 19(4), 163-175.
Sadeghi, F., Mohammad, S., Adel, R., Zareian, G., & Davoudi, M. (2020). Iranian EFL Teachers’ and Learners’ Perceptions of the Principles of Critical Thinking: A Constructivist Grounded Theory Study. Iranian Journal of Language Teaching Research, 8(2), 63–81.
Santos-Díaz, A., Montesinos, L., Barrera-Esparza, M., del Mar Perez-Desentis, M., & Salinas-Navarro, D. E. (2024). Implementing a Challenge-Based Learning Experience in A Bioinstrumentation Blended Course. BMC Medical Education, 24(1).
Song, Y., Roohr, K. C., & Kirova, D. (2024). Exploring Approaches for Developing and Evaluating Workplace Critical Thinking Skills. Thinking Skills and Creativity, 51.
Sotiriou, S. A., Lazoudis, A., & Bogner, F. X. (2020). Inquiry-Based Learning and E-learning: How to Serve High and Low Achievers. Smart Learning Environments, 7(1).
Spence, P. L., Phillips, R. S., McAllister, A. R., White, S. L., & Hollowell, G. P. (2020). Student-Scientist Curriculum: Integrating Inquiry-Based Research Experiences and Professional Development Activities into an Introductory Biology Laboratory Course. Journal of Microbiology & Biology Education, 21(3).
Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2013). Using Multivariate Statistics. Pearson.
Taghinezhad, A., & Riasati, M. J. (2020). The Inter-play of Critical Thinking Explicit Instruction, Academic Writing Performance, Critical Thinking Ability, and Critical Thinking Dispositions: An Experimental Study. International Journal of Educational Research and Innovation, 2020(13), 143–165.
Tirado-Olivares, S., Cózar-Gutiérrez, R., García-Olivares, R., & Antonio González-Calero, J. (2021). Active Learning in History Teaching in Higher Education: The Effect of Inquiry-Based Learning and A Student Response System-Based Formative Assessment in Teacher Training. Australasian Journal of Educational Technol-ogy,37(5), 61-76.
Tomesko, J., Cohen, D., & Bridenbaugh, J. (2022). Using a Virtual Flipped Classroom Model to Promote Critical Thinking in Online Graduate Ccourses in the United States: A Case Presentation. Journal of Educational Evaluation for Health Professions, 19.
Wale, B. D., & Bishaw, K. S. (2020). Effects of using Inquiry-Based Learning on EFL Students’ Critical Thinking Skills. Asian-Pacific Journal of Second and Foreign Language Education, 5(1).
Wu, X. Ben, Sandoval, C., Knight, S., Jaime, X., Macik, M., & Schielack, J. F. (2021). Web-Based Authentic Inquiry Experiences in Large Introductory Classes Consistently Associated with Significant Learning Gains for All Stu-dents. International Journal of STEM Education, 8(1).
