The Effect of Inquiry-Based Learning on Students’ Conceptual Understanding and Scientific Reasoning in Biology: A Quasi-Experimental Study

Document Type : Original Article

Authors

1 M.A. Student in Curriculum Planning, Faculty of Education and Psychology, Shiraz University.

2 M.A. Student in E-Learning, Faculty of Information Technology, Mehr Alborz University, Tehran, Iran.

Abstract

Background and Objectives: Inquiry-based learning emphasizes active knowledge construction and may address the ineffectiveness of traditional methods in fostering conceptual learning and scientific reasoning in biology. This study examined the effectiveness of this approach among tenth-grade students. Methods: A quasi-experimental pretest-posttest control group design was used. Forty male students from Yasuj were assigned to experimental and control groups (n=20 each). The experimental group received 8 sessions of inquiry-based instruction (5E model) on the circulatory system, while the control group received traditional teaching. Instruments included a researcher-made conceptual learning test and Lawson's Classroom Test of Scientific Reasoning. Data were analyzed using ANCOVA.materials, timing and type of the intervention, and data analysis techniques. Findings: After controlling for pretest scores, the experimental group significantly outperformed the control group in both conceptual learning (F(1,37) = 60.34, P < 0.001) and scientific reasoning (F(1,37) = 50.51, P < 0.001), with large effect sizes (η² = 0.38 and 0.34, respectively). Conclusion: Inquiry-based learning effectively enhances both conceptual learning and scientific reasoning in biology education. Teachers are encouraged to adopt this method. Limitations include small sample size and short intervention duration, warranting further research.

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