Direct Instruction versus Guided Inquiry‐Based Learning in a Physics Practical

Abstract

In education, there is an ongoing discussion on the effects of teaching methods such as Direct Instruction (DI) and Guided Inquiry‐Based Learning (GIBL). Until now, there is little research on the effects of DI and GIBL in science practicals. The differences in conceptual understanding between practicals based on DI and GIBL were investigated. This research focused on a physics practical on ionizing radiation for Dutch secondary school students varying between grade 9 and 12 (15 to 18 years old). The research question then became: In the case of a high school practical on ionizing radiation for grade 9 to 12 students, what are the differences in change of conceptual understanding between Guided Inquiry Based Learning and Direct Instruction? In total, 479 secondary school students participated in pre‐ and post‐tests. In addition, four groups participated in a semistructured group interview. In the pre‐ and post‐tests, no significant difference in conceptual understanding was found between the DI and GIBL practicals. The group interviews need to be investigated more thoroughly before general conclusions can be drawn.