Benefiting from an open-ended experiment? A comparison of attitudes to, and outcomes of, an expository versus an open-inquiry version of the same experiment

By C. Berg, V. Bergendahl, Bruno K. S. Lundberg, L. Tibell. 2003

262 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/4920eed6365f4b3df850ce503da1766310797b96

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

Citations in the corpus

Do Different Levels of Inquiry Lead to Different Learning Outcomes? A comparison between guided and structured inquiry (2014, background): “Although there are reported learning benefits from an open-inquiry approach (e.g. Berg et al., 2003), there are numerous difficulties associated with its implementation: teachers’ preparedness (Shedletzky & Zion, 2005), teachers’ fear of losing classroom control (Deters, 2004), and students’…”
Where Might Sand Dunes be on Mars? Engaging Students through Inquiry-based Learning in Geography (2008, result): “Berg et al. (2003) compared the learning outcomes of an open inquiry versus an expository version of a first-year chemistry laboratory class and found that students in the IBL stream were more motivated, developed a deeper understanding, had a higher degree of reflection, and achieved higher-order…”
The Development of Dynamic Inquiry Performances within an Open Inquiry Setting: A Comparison to Guided Inquiry Setting (2009, methodology): “For example, Berg et al. (2003) compared students’ outcomes of an open inquiry activity and structured laboratory activity.”
Thoughts on attitude measurement (2006, result): “( 2003 ) looked in detail at an expository approach compared to an open‐ended approach in laboratory work.”
Moving from structured to open inquiry: Challenges and limits (2012, methodology): “Unlike their colleagues who use structured or guided inquiry teaching strategy, educators who prefer open inquiry claim that this method achieves a higher level of inquiry, in which the students become more familiar with the nature of scientific knowledge, develop greater inquiry skills and practice”
Scaffolding science teachers in open-inquiry teaching (2009, background): “At the other end of the continuum lies open‐inquiry; that is, the teacher gives maximum opportunities to students to formulate their own research question, to design their laboratory activities, to generate their own interpretations of collected data, and so on (Berg, Bergendahl, Lundberg, & Tibell,”