Learning by progressive inquiry in a physics lesson with the support of cloud-based technology

Background: Inquiry-based learning has been widely adopted in educational practice especially in science education. Scaffolding plays an important role in fostering learning in sophisticated inquiry. Meanwhile, it is important not to undermine the open-endedness of inquiry activities and the nature of student-centred learning. Purpose: This study proposes a progressive approach to inquiry-based learning, which is characterized by a three-stage (initial, main, and extended) inquiry project. Basic knowledge is induced in an initial inquiry, which lays the foundation for developing a comprehensive understanding in the main inquiry, followed by an extended inquiry to extend the knowledge beyond textbooks. Sample: Sixty 9th grade secondary students participated in this study. Design and methods: We implemented inquiry-based learning in a secondary physics lesson using the proposed approach. Cloud-based technology was used to facilitate flexible sharing and reflection among students and allowing the teacher to observe student performance and provide instant support to students. We collected the data through a knowledge examination, a survey questionnaire, and an interview with the teacher to examine the effects of the proposed approach. Results: The results have shown promising effects of the approach on improving students' subject knowledge and their attitude toward inquiry-based learning. Conclusion: The proposed three-stage (initial, main, and extended) approach to progressive inquiry is effective for learning by progressive construction of knowledge through a series of interrelated inquiry tasks.