A1 Refereed original research article in a scientific journal
The impact of inquiry-based learning in a botanical garden on conceptual change in biology
Authors: Vančugovienė, Vesta; Lehtinen, Erno; Södervik, Ilona
Publisher: Taylor & Francis
Publication year: 2024
Journal: International Journal of Science Education
Journal name in source: International Journal of Science Education
ISSN: 0950-0693
eISSN: 1464-5289
DOI: https://doi.org/10.1080/09500693.2024.2354542(external)
Web address : https://www.tandfonline.com/doi/full/10.1080/09500693.2024.2354542(external)
Self-archived copy’s web address: https://research.utu.fi/converis/portal/detail/Publication/457049863(external)
The results of many past studies indicate that inquiry-based learning has a considerable impact on the conceptual understanding of students. There are, however, a limited number of studies that have examined the long-term effects of inquiry-based learning on conceptual understanding among students. The purpose of this study is to determine whether an inquiry-based learning environment in botanical garden improves the conceptual understanding of biological concepts in students over the long term. Seventy-nine 9th graders participated in inquiry-based learning biology lessons in a botanical garden, while seventy-two 9th graders participated in traditional biology lessons at school. The results showed that inquiry-based learning in a botanical garden has a positive impact on the correct scientific knowledge compared to traditional teaching at school. In addition, the learning activities in a botanical garden help students to overcome the typical resistant misconceptions related to photosynthesis and respiration. Even though the number of the correct scientific answers from the students in the experimental group slightly decreased between the post-test and delayed post-test, they still outperformed the students in the regular classroom three months later. Eventually, specially designed interventions could help in the implementation of conceptual change and to alter previous misconceptions to scientifically correct concepts.
Funding information in the publication:
This study was granted ethics approval by the Vytautas Magnus University Educational Research Institute Ethics Committee – permission number SA-EK-22-15.
