| This study explored outcomes of inquiry-based teaching and learning as perceived by students, and which they felt were the most important or salient. Participants were 6 teachers and their 181 students in classes categorized as least, middle, and most with respect to degrees of using inquiry. Information from teacher interviews was used to place classes in these groups. A student questionnaire, constructed using a criterion-referenced list of potential inquiry outcomes from a literature search, assessed the extent to which they experienced these outcomes in their classes. Principal Components Analysis yielded four components from the 32 items. A MANOVA then used these components as dependent variables, with inquiry level as the independent variable. The most inquiry group significantly more strongly endorsed Component 1–learning competencies, including several inquiry-related outcomes. On Component 2-personal motivation, most inquiry students responded more favorably than middle inquiry. The most inquiry group more highly endorsed items addressing increased responsibility for their learning (Component 3), and the least inquiry group rated more highly items that were related to traditional teacher and student roles (Component 4) such as memorization of information; the middle inquiry group highly endorsed items combining both of these components. Inquiry provides optimal conditions for students to achieve outcomes less likely to be found in a more traditional classroom. Students' responses regarding cognitive, social, and emotional benefits of the most inquiry-oriented classes affirmed that, consistent with social constructivist theory, unique outcomes are achieved through inquiry more frequently and more effectively than through other forms of instruction. |
