Meta-Analysis on the Effect of Inquiry-Based Teaching on Chemistry Learning Based on 29 Empirical Studies in the Past Decade
WANG Yu-Zhu1, MA Lin1**, QIU Yong-Peng1, XIE Yu-Xin1, ZHAO Yin-Tao2, CHEN Ye-Tong1
1. School of Chemistry and Chemical Engineering, Baoji University of Arts and Sciences, Baoji 721013, China; 2. The High School Affiliated to Xi'an University of Architecture and Technology,Xi'an 710000, China
Abstract Recently, inquiry-based teaching is becoming one of the hot spots in education and teaching reform and research own to its emphasizing of student-centered, concerning of the needs of students' exploration, and conformance of the concept of new curriculum reform. In order to analyze the effect of inquiry-based teaching and reveal its advantages, the present study performs a quantitative analysis of relevant literature utilizing the meta-analysis method and focuses on the research of inquiry-based teaching in the past decade at domestic and abroad. The results show that the effect size of inquiry-based teaching is 0.744, and the confidence interval is 0.552<ES<0.935, which are in the upper-middle level. In chemistry learning, the capacity of samples shows a significantly negative impact on the teaching effect of inquiry-based teaching; The difference between countries plays a crucial role in effect of chemistry learning; The implementation of inquiry-based teaching shows a better effect in high school. Based on the results of meta-analysis, it is recommended to carry out inquiry-based teaching actively and effectively in chemistry learning, thus enrich the content of chemistry courses and promote the effect of chemistry learning.
WANG Yu-Zhu, MA Lin, QIU Yong-Peng, XIE Yu-Xin, ZHAO Yin-Tao, CHEN Ye-Tong. Meta-Analysis on the Effect of Inquiry-Based Teaching on Chemistry Learning Based on 29 Empirical Studies in the Past Decade[J]. Chinese Journal of Chemical Education, 2023, 44(11): 86-92.
