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Supporting Gifted Students in Inquiry-Based Learning Processes

Meijer, G.M. (2016) Supporting Gifted Students in Inquiry-Based Learning Processes.

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Abstract:This two-part study aimed at researching the inquiry-based learning processes of gifted elementary students, and discovering which learning processes need support. Study 1 examined which learning processes gifted students spontaneously show when they are in an inquiry-based learning setting, and which learning processes might be improved by instructive support. Fourteen gifted elementary students worked on a guided learning task in an inquiry-based learning setting while thinking aloud. The think-aloud protocols were coded and analysed, based on a learning processes scheme and a domain knowledge scheme. Based on the analysed think-aloud protocols, the Inquiry Twister, an overview with inquiry steps, was designed. The Inquiry Twister is used in Study 2 to support seventeen gifted elementary students in the same inquiry-based learning task used in Study 1. Like in Study 1, think-aloud protocols were collected in Study 2, while gifted students were working on the supported inquiry-based learning task. The coded and analysed think-aloud protocols were used to evaluate whether the Inquiry Twister supported the students. The results of Study 1 indicate that the gifted students spontaneously exhibited mainly transformative learning processes in an inquiry-based learning setting, and barely showed regulative learning processes. In Study 2, in which their learning processes were externally regulated, the gifted students showed significantly more retrieving of prior knowledge, long-term planning, and reflection on knowledge. However, the scaffold did not increase the students’ domain knowledge. Future research should reveal whether an improved Inquiry Twister, combined with training in when and why to use this scaffold, increases students’ domain knowledge.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/69758
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