Original scientific paper
https://doi.org/10.15516/cje.v25i3.4907
Impact of Structural Inquiry-Based Learning Approach on Future Teacher Performance
Branka Radulović
orcid.org/0000-0003-2377-4773
; University of Novi Sad Department of Physics, Faculty of Sciences
Milanka Džinović
; University of Belgrade Teacher Education Faculty
Danimir Mandić
orcid.org/0000-0002-3986-6077
; University of Belgrade Teacher Education Faculty
Nada Vilotijević
; University of Belgrade Teacher Education Faculty
Ivko Nikolić
; University of Belgrade Teacher Education Faculty
Abstract
The study examines the impact of structural inquiry-based learning (IBL) approach on future teacher performance – their test achievements and perceived mental effort invested in completing tests. The study included 38 students at the Faculty of Education in Belgrade who were trained how to create instruments for assessing physical quantities, such as thermometer and barometer, while attending the course Geographical concepts through experiments. Focusing on interdisciplinarity, the course tasks encouraged participants to think about new problem situations and detect causal relations among physical phenomena. The results show that the IBL approach has led to higher achievement and lower values of perceived mental effort. The decrease in mental effort points to the possibility of handling larger amounts of information in working memory and processing them in long-term memory. Due to complex relationship between the variables, the model of neural networks has shown that mental effort and the cognitive complexity of the item significantly affect on the participants’ achievement. The results are useful to in-service teachers as they point to the effectiveness and the guidelines for the implementation of the IBL approach.
Keywords
cognitive complexity of item; future teacher; mental effort; students’ achievement; structural inquiry-based learning approach
Hrčak ID:
309705
URI
Publication date:
28.9.2023.
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