Skip to main content

Advertisement

SpringerLink
Log in

Effects of immersion in inquiry-based learning on student teachers’ educational beliefs

  • Published:
Instructional Science Aims and scope Submit manuscript

Abstract

Professional development on inquiry-based learning (IBL) generally draws heavily on the principle of providing instruction in line with what teachers are expected to do in their classroom. So far, however, relatively little is known about how this impacts teachers’ educational beliefs, even though these beliefs ultimately determine their classroom behavior. The present study therefore investigates how immersion in inquiry-based learning affects student teachers’ beliefs about knowledge goals, in addition to their self-efficacy for inquiry. In total, 302 student history teachers participated in a 4-h long inquiry activity designed within the WISE learning environment, and completed a pre- and posttest right before and after the intervention. Multilevel analyses suggest that the intervention had a significant positive effect on the value that student teachers attributed to procedural knowledge goals, or learning how historical knowledge is constructed, and on student teachers’ self-efficacy for conducting inquiries. Despite these general positive results, however, the results also show that the impact of the intervention differed significantly across students. In particular, it appears that immersion in IBL had little effect on a subgroup of 25 student-teachers, who held largely content-oriented beliefs. Based on these findings, the present study discusses a number of implications for professional development on IBL.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4

Similar content being viewed by others

References

  • Alfieri, L., Brooks, P., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning? A meta-analysis. Journal of Educational Psychology, 103(1), 1–18.

    Article  Google Scholar 

  • Bandura, A. (1971). Social learning theory. New York, NY: General Learning Press.

    Google Scholar 

  • Bell, T., Urhahne, D., Schanze, S., & Ploetzner, R. (2010). Collaborative inquiry learning: Models, tools, and challenges. International Journal of Science Education, 32(3), 349–377.

    Article  Google Scholar 

  • Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3–4), 369–398.

    Article  Google Scholar 

  • Borg, M. (2001). Key concepts: Teachers’ beliefs. ELT Journal, 55(2), 186–188.

    Article  Google Scholar 

  • Bouhon, M. (2009). Les représentations sociales des enseignants d’histoire relatives à leur discipline et à son engagement. Université Catholique de Louvain.

  • Brand, B. R., & Moore, S. J. (2011). Enhancing teachers’ application of inquiry-based strategies using a constructivist sociocultutral professional development model. International Journal of Science Teacher Education, 33(7), 889–913.

    Article  Google Scholar 

  • Capps, D. K., Crawford, B. A., & Constas, M. A. (2012). A review of empirical literature on inquiry professional development: Alignment with best practices and a critique of the findings. Journal of Science Teacher Education, 22(3), 291–318.

    Article  Google Scholar 

  • Copeland, W. D. (1985). Teaching students to “do” history: The teacher and the computer in partnership. The History Teacher, 18(2), 189–197.

    Article  Google Scholar 

  • Courtney, M. G. R. (2013). Determining the number of factors to retain in EFA: Using the SPSS R-Menu v2.0 to make more judicious estimations. Practical Assessment, Research & Evaluation, 18(8), 1–14.

  • Crawford, B. A. (2007). Learning to teach science as inquiry in the rough and tumble of practice. Journal of Research in Science Teaching, 44(4), 613–642.

    Article  Google Scholar 

  • De La Paz, S., & Felton, M. K. (2010). Reading and writing from multiple source documents in history: Effects of strategy instruction with low to average high school writers. Contemporary Educational Psychology, 35(3), 174–192.

    Article  Google Scholar 

  • De Wever, B., Vandepitte, P., & Jadoulle, J.-L. (2011). Historical education and didactics of history in Belgium. In E. Erdmann & W. Hasberg (Eds.), Facing, mapping, bridging diversity: Foundation of a European discourse on history education (pp. 49–50). Schwalbach: Wochenschau Verlag.

    Google Scholar 

  • Dillenbourg, P., & Hong, F. (2008). The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning, 3(1), 5–23.

    Article  Google Scholar 

  • Dobson, R. B. (1970). The peasants’ revolt of 1381. London: Macmillan.

    Google Scholar 

  • Donnelly, D. F., Linn, M. C., & Ludvigsen, S. (2014). Impacts and characteristics of computer-based science inquiry learning environments for precollege students. Educational Research Review, 84(4), 572–608.

    Article  Google Scholar 

  • Dyer, C. (1994). Everyday life in medieval England. London: Hambledon Press.

    Google Scholar 

  • Edelson, D. C., Gordin, D. N., & Pea, R. D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. Journal of the Learning Sciences, 8(3–4), 391–450.

    Article  Google Scholar 

  • Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47–65.

    Article  Google Scholar 

  • Fehn, B., & Koeppen, K. E. (1998). Intensive document-based instruction in a social studies methods course and student teachers’ attitudes and practice in subsequent field experiences. Theory and Research in Social Education, 26(4), 461–484.

    Article  Google Scholar 

  • Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis. Review of Educational Research, 82(3), 300–329.

    Article  Google Scholar 

  • Goodman, J. (1988). Constructing a practical philosophy of teaching: A study of preservice teachers’ professional perspectives. Teaching and Teacher Education, 4(2), 121–137.

    Article  Google Scholar 

  • Havekes, H., Arno-Coppen, P., Luttenberg, J., & van Boxtel, C. (2012). Knowing and doing history: A conceptual framework and pedagogy for teaching historical contextualisation. International Journal of Historical Learning, Teaching and Research, 11(1), 72–93.

    Google Scholar 

  • Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A Response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99–107.

    Article  Google Scholar 

  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55.

    Article  Google Scholar 

  • Husbands, C. (2011). What do history teachers (need to) know? A framework for understanding and developing practice. In I. Davies (Ed.), Debates in history teaching (pp. 84–95). Oxon: Routledge.

    Google Scholar 

  • Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65–90.

    Article  Google Scholar 

  • Kim, M. C., Hannafin, M., & Bryan, L. A. (2007). Technology-enhanced inquiry tools in science education: An emerging pedagogical framework for classroom practice. Science Education, 91(6), 1010–1030.

    Article  Google Scholar 

  • Korthagen, F. A. J. (2013). In search of the essence of a good teacher. In C. J. Craig, P. Meijer, & J. Broeckmans (Eds.), From teacher thinking to teachers and teaching: The evolution of a research community (pp. 241–274). Bingley: Emerald Group Publishing Limited.

    Chapter  Google Scholar 

  • Kuhn, D. (2010). What is scientific thinking and how does it develop? In U. Goswami (Ed.), Handbook of childhood cognitive development (2nd ed.). Malden, MA: Blackwell.

  • Kuhn, D., Weinstock, M., & Flaton, R. (1994). Historical reasoning as theory-evidence coordination. In M. Carretero & J. F. Voss (Eds.), Cognitive and instructional processes in history and the social sciences (pp. 377–401). Hillsdale, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Lazonder, A. W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning: Effects of guidance. Review of Educational Research, 1962, 1–38.

    Google Scholar 

  • Lee, P. (2004). Understanding history. In P. C. Seixas (Ed.), Theorezing historical consciousness (pp. 129–164). Toronto: University of Toronto Press.

    Google Scholar 

  • Lee, P. J. (2005). Putting principles into practice: Understanding history. In S. Donavan & J. Bransfor (Eds.), How students learn: History in the classroom (pp. 31–77). Washington, DC: National Academies Press.

    Google Scholar 

  • Levy, B. L. M., Thomas, E. E., Drago, K., & Rex, L. A. (2013). Examining studies of inquiry-based Learning in three fields of education: Sparking generative conversation. Journal of Teacher Education, 64(5), 387–408.

    Article  Google Scholar 

  • Linn, M. C., Davis, E. A., & Bell, P. (2013). Inquiry and technology. In M. C. Linn, E.A. Davis & P. Bell (Eds.), Internet environments for science education (pp. 3–28). Mahwah, NJ: Lawrence Erlbaum.

  • Linn, M. C., & Eylon, B.-S. (2011). Science learning and instruction: Taking advantage of technology to promote knowledge integration. New York, NY: Routledge.

    Google Scholar 

  • Lotter, C., Yow, J. A., & Peters, T. T. (2014). Building a community of practice around inquiry instruction through a professional development program. International Journal of Science and Mathematics Education, 12(1), 1–23.

    Article  Google Scholar 

  • Maggioni, L., VanSledright, B., & Reddy, K. (2009). Epistemic talk in history. Paper presented at the biennial meeting of the European Association of Research on Learning and Instruction, Amsterdam, The Netherlands.

  • Mansour, N. (2013). Consistencies and inconsistencies between science teachers’ beliefs and practices. International Journal of Science Education, 35(7), 1230–1275.

    Article  Google Scholar 

  • Martin, D., & Monte-Sano, C. (2008). Inquiry, controversy, and ambiguous texts: Learning to teach for historical thinking. In W. J. Warren & A. D. Cantu (Eds.), History education 101: The past, present, and future of teacher preparation (pp. 167–186). Charlotte, NC: Information Age.

    Google Scholar 

  • McDermott, L. C. (1990). A perspective on teacher preparation in physics and other sciences: The need for special science courses for teachers. American Journal of Physics, 58(8), 734.

    Article  Google Scholar 

  • Morrison, J. A. (2014). Scientists’ participation in professional development: The impact on fourth to eighth grade. International Journal of Science and Mathematics Education, 12, 793–816.

    Article  Google Scholar 

  • Nadelson, L. S., Callahan, J., Pyke, P., Hay, A., Dance, M., & Pfiester, J. (2013). Teacher STEM perception and preparation: Inquiry-based STEM professional development for elementary teachers. The Journal of Educational Research, 106(2), 157–168.

    Article  Google Scholar 

  • Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317–328.

    Article  Google Scholar 

  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.

    Article  Google Scholar 

  • Pajares, M. F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578.

    Article  Google Scholar 

  • Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., et al. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14(1), 47–61.

    Article  Google Scholar 

  • Reisman, A. (2012). Reading like a historian: A document-based history curriculum intervention in urban high schools. Cognition and Instruction, 30(1), 86–112.

    Article  Google Scholar 

  • Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education (2nd ed., pp. 102–119). New York, NY: Macmillan.

    Google Scholar 

  • Rouet, J.-F., Marron, M. A., Perfetti, C. A., & Favart, M. (1998). Understanding historical controversies: Students’ evaluation and use of documentary evidence. In J. F. Voss & M. Carretero (Eds.), Learning and reasoning in history: International review of history education (Vol. 2, pp. 95–116). Abingdon: RoutledgeFalmer.

    Google Scholar 

  • Slotta, J. D., & Linn, M. C. (2009). WISE science: Web-based inquiry in the classroom. New York, NY: Teachers College Press.

    Google Scholar 

  • Spronken-Smith, R. A., Walker, K., Dickinson, K. J. M., Closs, G. P., Lord, J. M., & Harland, T. (2011). Redisigning a curriculum for inquiry: An ecology case study. Instructional Science, 39(5), 721–735.

    Article  Google Scholar 

  • Struyven, K., Dochy, F., & Janssens, S. (2010). “Teach as you preach”: The effects of student-centred versus lecture-based teaching on student teachers’ approaches to teaching. European Journal of Teacher Education, 33(1), 43–64.

    Article  Google Scholar 

  • Swan, K., & Hicks, D. (2007). Through the democratic lense: The role of purpose in leveraging technology to support historical inquiry in the social studies classroom. The International Journal of Social Studies Education, 21(2), 142–168.

    Google Scholar 

  • Swennen, A., Lunenberg, M., & Korthagen, F. (2008). Preach what you teach! Teacher educators and congruent teaching. Teachers and Teaching: Theory and Practice, 14(5–6), 531–542.

    Article  Google Scholar 

  • Teasley, S. (1995). The role of talk in children’s peer collaboration. Developmental Psychology, 3(2), 207–220.

    Article  Google Scholar 

  • Tschannen-Moran, M., & Woofolk Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct.

  • van Drie, J., & van Boxtel, C. (2008). Historical reasoning: Towards a framework for analyzing students’ reasoning about the past. Educational Psychology Review, 20(2), 87–110.

    Article  Google Scholar 

  • van Drie, J., van Boxtel, C., & van der Linden, J. (2006). Historical reasoning in a computer-supported collaborative learning environment. In H. M. O’Donnell, C. E. Hmelo-Silver, & G. Erkens (Eds.), Collaborative learning, reasoning and technology (pp. 265–296). Mawhah, NJ: Erlbaum.

    Google Scholar 

  • van Joolingen, W. R., & Zacharia, Z. C. (2009). Developments in inquiry learning. In N. Balacheff, S. Ludvigsen, T. de Jong, A. Lazonder, & S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 21–37). Berlin, Germany: Springer.

    Chapter  Google Scholar 

  • Van Nieuwenhuyse, K., Wils, K., Clarebout, G., Draye, G., & Verschaffel, L. (2015). Making the constructed nature of history visible. Flemish secondary history education through the lens of written exams. In A. Chapman & A. Wilschut (Eds.), Joined-up history: New directions in History Education Research (pp. 231–253). Charlotte, NC: Information Age Publishing.

  • VanSledright, B., & Limón, M. (2006). Learning and teaching social studies: A review of cognitive research in history and geography. In P. A. Alexander & P. H. Winne (Eds.), The handbook of educational psychology (2nd ed., pp. 545–570). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Voet, M., & De Wever, B. (2017a). Preparing pre-service history teachers for organizing inquiry-based learning: The effects of an introductory training program. Teaching and Teacher Education, 63, 206–217.

    Article  Google Scholar 

  • Voet, M., & De Wever, B. (2017b). Towards a differentiated and domain-specific view of educational technology: An exploratory study of history teachers' technology use. British Journal of Educational Technology, 48(6), 1402–1413.

    Article  Google Scholar 

  • Voet, M., & De Wever, B. (in press). Teachers' adoption of inquiry-based learning activities: The importance of beliefs about education, the self, and the context. Journal of Teacher Education.

  • Williams, G. C., & Deci, E. I. (1996). Internalization of biopsychosocial values by medical students: A test of self-determination theory. Journal of Personality and Social Psychology, 70, 767–779.

    Article  Google Scholar 

  • Williams, G. C., Freedman, Z. R., & Deci, E. I. (1998). Supporting autonomy to motivate glucose control in patients with diabetus. Diabetes Care, 21, 1644–1651.

    Article  Google Scholar 

  • Wilson, S. M., & Wineburg, S. S. (1993). Wrinkles in time and place: Using performance assessments to understand the knowledge of history teachers. American Educational Research Journal, 30(4), 729–769.

    Article  Google Scholar 

  • Yerushalmy, M., Chazan, D., & Gordon, M. (1990). Mathematical problem posing: Implications for facilitating student inquiry in classrooms. Instructional Science, 19(3), 219–245.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Educational Studies, Ghent University, Henri Dunantlaan 2, 9000, Ghent, Belgium

    Michiel Voet & Bram De Wever

Authors
  1. Michiel Voet
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Bram De Wever
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Michiel Voet.

Appendices

Appendix 1: Impact of conditions on student teacher beliefs

See Table 6.

Table 6 Multivariate multilevel model of difference scores (pre-post), taking conditions into account
Full size table

Appendix 2: Overview of the scales and their items

  1. 1.

    Substantive knowledge goals (SKG)

SKG1 Sudents have to learn the characterizing aspects of historical periods.

SKG2 Students must come to understand the key concepts used to describe the past.

SKG3 Students should be able to point out similarities and differences between historical periods.

SKG4 Teachers have to teach their students about the most important evolutions in history.

SKG5 Teachers must let their students situate phenomena within the correct historical period.

  1. 2.

    Procedural knowledge goals (PKG)

PKG1 Teachers should teach their students how to think like historians.

PKG2 Students must learn to use the methods of historians.

PKG3 Students have to be able to form arguments based on evidence about the past.

PKG4 Teachers need to have their students conduct limited historical inquiries.

PKG5 Teachers should show their students the criteria for good historical research.

  1. 3.

    Self-efficacy for inquiry (SEI)

SEI1 I feel able to meet the challenge of analyzing historical information.

SEI2 I am able to draw critical conclusions from information sources about the past.

SEI3 I am capable of evaluating and using information about the past.

SEI4 I feel confident in my ability to conduct an inquiry with historical information.

Appendix 3: Growth models for student teacher beliefs

See Table 7.

Table 7 Univariate multilevel growth models of the scales (from pre- to posttest)
Full size table

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Voet, M., De Wever, B. Effects of immersion in inquiry-based learning on student teachers’ educational beliefs. Instr Sci 46, 383–403 (2018). https://doi.org/10.1007/s11251-017-9439-8

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11251-017-9439-8

Keywords

Search

Navigation