Finding a research question and developing a research plan in upper secondary school inquiry-based learning
Challenges and guidance approaches
Bibliographic Data
| ID | 21589857 |
|---|---|
| Authors | Sebastian Brumann (0009-0005-1356-9014, Deutsches Museum, corresponding author), Ulrike Ohl (0000-0001-6012-5479, University of Augsburg) |
| Year | 2026 |
| Pages | 1-24 |
| Publication date | 2026-01-13 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2025.2612069 |
| OpenAlex | W7123347607 |
| Language | EN |
| Citations received | 1 |
| References cited | 61 |
The development of research questions, elaboration of methodical research designs and planning of inquiry projects by school students are considered as key elements of close-to-science inquiry-based learning (IBL). Yet, detailed insights into these activities are still largely missing. Using Design-Based Research, an IBL environment for science-propaedeutic seminars on regional climate change in Bavarian upper secondary schools was developed and applied in 75 seminars. The students’ learning processes were assessed in 19 seminars through a triangulation of participant observation, semi-standardised teacher feedback and focus group discussions among teachers. Based on qualitative content analysis, central learning challenges and instructional strategies to address them were identified. The results show that support measures must be tailored to target students’ knowledge about research (processes), understanding of required learning steps, heuristics for IBL procedures, cooperative skills, individual interests, self-direction skills, or motivation. Guidance approaches identified as effective in this regard are, for example, advance organisers to clarify learning steps, vivid examples of expected learning products, supportive materials for teachers or the provision of clear guidelines, criteria, scaffolds, and heuristics. In an authentic learning environment, the study identifies factors that can impede learning processes in IBL, as well as instructional strategies to address them
Educational research · Qualitative research · Research methodology · Science education · Educational Assessment and Improvement · Science Education and Pedagogy · Teacher Education and Leadership Studies
Constructing Research Questions
Design Research in Education
Searching for a common ground – A literature review of empirical research on scientific inquiry activities
Epistemologically authentic inquiry in schools
Students' questions
Does discovery-based instruction enhance learning?
Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching
Inquiry-Based Instruction and Teaching About Nature of Science
Meta-Analysis of Inquiry-Based Learning
Fostering Students’ Workplace Communicative Competence and Collaborative Mindset through an Inquiry-Based Learning Design
Moving inquiry-based learning forward
Forschungsmethoden und Evaluation
Embedding Research-Based Learning Early in the Undergraduate Geography Curriculum
Can first-year undergraduate geography students do individual research
Strengthening Teaching and Research Links
Research-based learning for undergraduate students in soil and water sciences
Empirisches wissenschaftliches Arbeiten ein Studienbuch für die Bildungswissenschaften
The Nature of Learning
Collaborative Inquiry Learning
Phases of inquiry-based learning
Examining Studies of Inquiry-Based Learning in Three Fields of Education
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |