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DOI: 10.15507/1991-9468.089.021.201704.736-750
Inquiry-Based Learning for Physics Courses within the Russian Schooling System
Olga V. Lebedeva
Associate Professor, Chair of Crystallography and Experimental Physics, National Research Lobachevsky State University of Nizhny Novgorod (23 Prospekt Gagarina, Nizhny Novgorod 603950, Russia), Ph.D. (Pedagogy), ORCID: http://orcid.org/0000-0001-6535-5636, This email address is being protected from spambots. You need JavaScript enabled to view it.
Igor V. Grebenev
Professor, Chair of Crystallography and Experimental Physics, National Research Lobachevsky State University of Nizhny Novgorod (23 Prospekt Gagarina, Nizhny Novgorod 603950, Russia), Dr.Sci. (Pedagogy), ORCID: http://orcid.org/0000-0002-2900-6364, This email address is being protected from spambots. You need JavaScript enabled to view it.
Ekaterina O. Morozova
PhD candidate, Department of Physics, Indiana University (727E. Third St., Bloomington 47405, USA), ORCID: http://orcid.org/0000-0001-9131-7756, This email address is being protected from spambots. You need JavaScript enabled to view it.
Introduction: this article discusses the didactic and methodological problems of implementing inquiry-based learning into Russian schools. It is especially relevant now as new educational standards were introduced. Literature review showed that while implementing inquiry-based learning schools in different countries face the same difficulties, some of which are related to teachers’ professional competence. The goal of the research is to develop a theoretical framework for inquiry-based learning which includes patterns, educational process design, as well as an algorithm for teachers’ work.
Materials and Methods: the research analyzed normative documents for school education, research and methodological literature on research-based education. We also designed the process of research-based education for the school course of physics. Summative, research and formative teaching experiments were carried out, as well as questionnaire survey and interviews for physics teachers. We also tested the students of Nizhny Novgorod schools and first-year students of Lobachevsky State University of Nizhny Novgorod.
Results: the result of the research is the didactic basis for the theory of modelling inquiry-based learning in physics. We stated the patterns of learning process, algorithm for teachers and a generic model of a research class. Pedagogical experiment (implementing this model) showed a statistically reliable increase in the required standard of students’ research skills.
Discussion and Conclusions: the study proved the efficiency of the proposed models for inquiry-based learning. The practical value of the work is a developed algorithm of educational process that can be used to increase teachers’ competence in inquiry-based teaching based on the integration of school and college level education.
Keywords: inquiry-based learning, modelling a physics lesson, forming the research skills of students, training teachers to facilitate inquiry-based learning, integration of educational systems schools and University
For citation: Lebedeva O.V., Grebenev I.V., Morozova E.O. Inquiry-based learning for physics courses within the Russian schooling system. Integratsiya obrazovaniya = Integration of Education. 2017; 21(4):736-750. DOI: 10.15507/1991-9468.089.021.201704.736-750
Acknowledgements: the article was written as part of the project 27.5530.2017/БЧ in the framework of the basic part of the national project for the Ministry of Education and Science, Russian Federation.
Contribution of the authors: Olga V. Lebedeva – developed the theory of inquiry-based learning for Russian schooling system and created methodological guidelines for school teachers; instructed teachers on how to implement the developed inquiry-based teaching practices and held the formative pedagogical experi ment. Igor V. Grebenev – performed the general theoretical guidance; analyzed the literature on the research problem; processed the results of the experiment. Ekaterina O. Morozova – compiled the review analysing the relevant literature and teaching practices.
All authors have read and approved the final manuscript.
