The relations between learner characteristics and guidance during inquiry learning.

Brummer, Leonie (2011) The relations between learner characteristics and guidance during inquiry learning.

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Abstract:Inquiry learning can be an effective, but challenging instructional method for children. The present study was aimed at determining whether learner characteristics influence the amount of guidance necessary during inquiry learning. Children (N= 36) from an elementary school in the Netherlands conducted an experiment to determine which characteristics of objects, like weight and size, influences the buoyancy of objects. Questionnaires investigating learner characteristics were administrated: the Nederlandse Persoonlijkheidsvragenlijst-Junior (NPV-J), Prestatiemotivatietest voor Kinderen (PMT-K 83), Learning Style Inventory (LSI), Competentie Belevingsschaal voor Kinderen (CBSK), and the Science Curiosity Scale (SCS). Results did show some significant (but weak) correlations between learner characteristics and the amount of guidance during the inquiry learning task. Additionally, the characteristics appeared weak predictors of the amount of guidance necessary. Debilitating anxiety appeared a predictor when other characteristics were present. Despite the significant correlations, learner characteristics barely had an influence on the amount of guidance during inquiry learning. It is suggested that research should focus on instructional methods, rather than on individual differences.
Item Type:Essay (Bachelor)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology BSc (56604)
Link to this item:http://purl.utwente.nl/essays/60966
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